E 

UNIOR 
CITIZEN 

JOYCE CONSTANCE MANUEL 





Glass l3Vi^{ 
Book ' Mz 5 
Copyright !i°_ 



C.OMR1GHT DKPOSm 



THE JUNIOR CITIZEN 



The Junior Citizen 



A Week-Day Course in 

World Helpfulness for Boys and Girls Nine, 

Ten, and Eleven Years of Age 



By 
JOYCE CONSTANCE MANUEL 

Assisted in Handwork and Play 

By 

CHARLOTTE ROWE HOADLEY 



THE PILGRIM PRESS 

BOSTON CHICAGO 






Copyright 1922 
By SIDNEY A. WESTON 



THE JORDAN & MOKE PRESS 
.BOSTON 



NOV 16 '22 

©CI.AGD2012 -M> | 



CONTENTS 
N 

By Way of Explanation 1 

Suggested Short Course 6 

TOPIC I. Our Homes 

First Meeting. Preparation 7 

Second Meeting. Cooperation 14 

Third Meeting. Cheerfulness ■ 23 

Fourth Meeting. Keeping Peace 27 

Fifth Meeting. A Generous Spirit 33 

Sixth Meeting. Being Thoughtful 40 

TOPIC II. Our Community . . 

Seventh Meeting. A Helpful Town 44 

Eighth Meeting. Good Samaritans: A. Kindness to People . 54 

Ninth Meeting. Good Samaritans: B. Kindness to Animals . 63 

Tenth Meeting. Fair Play 69 

Eleventh Meeting. Shall I Tell or Shall I Not? 13 

Twelfth Meeting. The Golden Rule 77 

Thirteenth Meeting. The Golden Rule 83 

Fourteenth Meeting. The Town Beautiful 86 

TOPIC III. Our Country 

Fifteenth Meeting. Gratitude 89 

Sixteenth Meeting. Gratitude ....." 100 

Seventeenth Meeting. Gratitude 102 

Eighteenth Meeting. Sharing 109 

TOPIC IV. Other Countries 

Nineteenth Meeting. Brotherhood 118 

Twentieth Meeting. Japan Day 126 

Twenty-first Meeting. China Day 134 

Twenty-second Meeting. Near East Day 140 

Twenty-third Meeting. Europe Day 146 

Twenty-fourth Meeting. Helpfulness as a Law of God's 

Kingdom 156 

Twenty-fifth Meeting. General 159 

Twenty-sixth Meeting. An International Exhibit ...... 160 

Suggestions for Seasonal Handwork 161 

Patterns 165 



THE JUNIOR CITIZEN 



BY WAY OF EXPLANATION 

The Junior Citizen is a week-day course in world helpfulness for 
boys and girls. The purpose of the book is to develop an attitude of 
helpfulness toward all people in all lands. It aims to train girls and boys 
to be good citizens and friendly neighbors in the community, our country 
and the world. In carrying out this aim the course teaches the funda- 
mental principles of missionary work, both home and foreign, and pro- 
vides for service activities which may be directly related to the work of 
any missionary board. The course may be used in a single church 
school, or in a community plan of religious instruction. 

Age of Children 
These lessons are planned for children approximately nine, ten, 
eleven years of age. If the course is used by a single church school, 
the members of its junior department should automatically become 
members of this week-day assembly, because then this would be con- 
sidered another session of the church school, not a separate organization. 
The fact that there are club organizations to be formed from time to 
time during the course does not alter that situation. 

General Features of the Course 

The course is divided into four groups of lessons: Our Homes, Our 
Community, Our Country, Other Countries. Then different phases of 
helpfulness are studied with relation to those geographical divisions. 

The programs consist of: 

1. Stories (from the Bible and other sources). 

2. Conversation. 

3. Investigations. 

4. Memory work (hymns and Scripture). 

5. Prayer. 

6. Poster work. 

7. Dramatization. 

8. Handwork and other service activities. 

9. Directed play. 

10. Four club organizations (one for each group of lessons). 

11. Club songs. 

12. Passwords. 

13. An international exhibit. 

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THE JUNIOR CITIZEN 

Length of the Course 
Twenty-six meetings are provided for, covering presumably six 
months, from October through March. The course may, however, be 
used in a summer vacation school, but since the group would then be 
meeting every day, a few lessons would need some slight adaptation. 

Time of Meeting 
If used during the school year, it will be most satisfactory for many 
if the group meets on Saturday, as the programs are planned for a 
two-hour session. If it is absolutely necessary to meet after school 
hours on another day the material will need to be adapted somewhat. 
In that case, all the divisions of the program (instruction, work, and 
play) will need to be shortened, or the play period will need to be omitted, 
or the work and play periods both shortened. If the leader reads the 
course carefully, he will readily see how that may be done. 

The Teaching Force 

One leader may direct the entire course. A number of assistants 
will be needed to help at each session. Those assistants need not 
be regular teachers. Camp Fire Girls or members of the senior and 
young peoples' departments of the church school make good helpers. 

Another plan for conducting the course is to have three leaders — 
one who has general charge of the session and teaches the lesson, one 
who prepares and supervises the handwork, and one who takes charge 
of the play periods. This plan would also call for a number of assis- 
tants. It is not necessary to have the same assistants each week. The 
leaders should feel free to adapt the course according to the condition of 
their classes. 

Introducing the Course 

Every effort should be made to acquaint parents with the purpose of 
the course and the children's need for this extra period of instruction 
and training. This may be done through the church calendar, through 
a parents' meeting, the church calling committee, and in other ways. 

The church committee on education should supervise the introduc- 
tion of the course and its progress. In the absence of such a committee 
the church-school teachers may take the initiative, or the Woman's 
Missionary Society, or the missionary education committee. 

Financing the Course 
The expenses of the course may be met in various ways: (1) An 
appropriation from the church treasury; (2) an appropriation from the 
church-school treasury; (3) through the good -will box (described below). 
Every effort should be made not to decrease the amount of the school's 
" money " offering to missions. Many of the materials needed for 
handwork can be contributed by members of the church from odds and 
ends which they have in their homes. 

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THE JUNIOR CITIZEN 

The Good-will Box 

This box is to be made by the boys. Into it the children may drop, 
whenever they choose, any money which they have saved or earned, 
with which they would like to help somebody or some institution. 

The box should be called to the children's attention frequently, 
perhaps at every meeting, but it must be clearly understood that the 
offering is entirely voluntary, the money not to be collected at a certain 
time but each child to contribute at his own pleasure. Special emphasis 
should be placed on their earning the money. There will be times when 
some of the good- will money may be used to purchase specific articles, 
but it will be pleasing if at the conclusion of the course a sum of money 
from this box be donated to one of the denominational mission boards or 
to the Near East Relief. 

The Lessons 
The lessons deal with, some of the sturdiest principles of life, and 
suggest how the pupils may give expression to the teaching. The hymns 
used are from Worship and Song, and in addition one or two old-time 
songs are introduced. 

The Memory Work 
The following hymns are suggested for memory work: " Dare to be 
Brave, Dare to be True " (which is used with the community lessons), 
11 O Beautiful for Spacious Skies " (used with the lessons on our coun- 
try), " In Christ There is no East nor West," (used with lessons on other 
countries). Bible verses, the Parable of the Good Samaritan, and 
Psalm 100 are other memory selections. Those memory selections may 
be printed on large mounts as a part of the handwork of the course. 

The Handwork 
Explicit directions are given for the handwork features of this 
course. The teacher herself should make each article before trying to 
show the children how. The handwork is closely related to the instruc- 
tion. It is not to be looked upon as mere craft-work, but rather as an 
opportunity for practising the life lessons taught. Therefore, it is not 
essential that the children do all of the detail of the construction work; 
the teacher may do things in preparation for the meeting which will 
help the handwork to go more expeditiously. The point for the pupils 
is to " give expression " to the lesson; and that can be accomplished 
even if the teacher does the preliminary work, leaving the main part of 
the constructing for the pupils to do. For instance, at the first meeting 
a doll house is to be made and furnished. The teacher may have boards 
measured, cut the proper length, and other preparations made before the 
class meets. Likewise in making the scrapbooks, the pages may be cut 
by the teacher in advance; in making the paper beads, the teacher may 
cut the strips of paper and have them all ready for the children to roll. 

[3] 



THE JUNIOR CITIZEN 

There is much such preliminary work which need not be left for the 
children to do, and still the purpose of the handwork will be fulfilled. 

Patterns and illustrations are grouped in the back of the book and 
some pages are devoted to special suggestions for seasonal handwork 
which a local group may at appropriate times add to or substitute for 
the suggestions given in specific lessons. 

Four Clubs 
A club is to be organized in connection with each group of lessons. 
They are the Help-and-Smile club, the Junior Town (or some similar 
name to be chosen by the group), the Junior Discoverers, and the Broth- 
ers All club. Four " catchy " songs are prepared for each club. 

Passwords 
A password is suggested for each meeting, to be given by each pupil 
as he enters. In each case the word or words chosen suggest the lesson 
which has preceded. A guard stands by the door each week and re- 
ceives the password as each child enters. If a child forgets the password 
or if a new member comes, that one may be taken aside and told the 
password which he may then be requested to repeat to the guard . 

An International Exhibit 
At the end of the course an international exhibit may be given 
according to directions on page 160. 

Looking Ahead 

It would be advisable for the leader, or leaders, to collect materials 
a few weeks ahead of the time when they are to be used. Read over 
now at least the first six lessons and note what you will need. Some 
articles will have to be collected from members of the church and other 
friends. Others will need to be ordered through the mail. Begin now 
to collect working materials. 

The Woman's Missionary Society of the local church may be asked 
to make costumes for the children to wear in playing the games of other 
countries on exhibit day. (See twenty-sixth meeting.) 

Stereopticon views. Write to Mr. John H. Thurston, 50 Bromfield 
St., Boston, Mass., or Williams, Brown & Earl Company, 918 Chestnut 
St., Philadelphia, Pa., for slides illustrating work and workers in our 
country. When writing give the name of this book and its publishers, 
and give the date of the meeting at which you wish to use the slides. 
These views are suggested for the sixteenth meeting, but will be ap- 
propriate at any of the four meetings on " Our Country." The slides 
may be rented at from five to seven cents each, plus the cost of trans- 
portation. Tell the dealer how many slides you want and he will select 
that number from a collection which he has suitable for use with this 
course. Some of you who use this course may find it necessary to get 

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THE JUNIOR CITIZEN 

the slides from a company nearer home and it is likely that the slides 
desired can be obtained from almost any dealer. Slides representing life 
in other countries (suggested for play periods nineteen and twenty-two) 
may be secured from these companies or from the denominational mis- 
sion boards. Write for the play, " Alice Through the Postal Card " 
(see lesson 20), published by the Missionary Education Movement and 
obtainable through the denominational publishing houses, also for 
names and addresses of people in different sections of our country and in 
foreign lands with whom the children may share. Such information 
may be obtained through the Woman's Home Missionary Societies, the 
foreign mission boards, and The Surplus Supply Department of the 
World's Sunday School Association, Metropolitan Tower, New York. 



5] 



SUGGESTED SHORT COURSE 

If a shorter course than twenty-six weeks is desired, the lessons may 
be grouped as follows: 

I. Our Homes 

1. First meeting (Preparation) and second meeting (Cooperation) 

combined 

2. Keeping Peace 

3. A Generous Spirit 

4. Being Thoughtful 

II. Our Community 

5. A Helpful Town 

6. Good Samaritans (combining eight and ninth meetings, leaving 

out some of the material but touching upon both subjects) 

7. Fair Play (combining tenth and eleventh meetings) 

8. The Golden Rule (combining twelfth and thirteenth meetings) 

9. The Town Beautiful 

///. Our Country 

10. Gratitude 

11. Gratitude (combining fifteenth, sixteenth and seventeenth 

meetings) 

12. Sharing (corresponding to the eighteenth meeting in the text) 

IV. Other Countries 

13. Brotherhood 

14. Europe Day 

15. Asia Day (combining Japan, China, and Near East material) 

16. Exhibit Day 

The leader will need to adjust play periods and handwork in accord- 
ance with the number of meetings to be held. 



[6] 



TOPIC I 

OUR HOMES 

FIRST MEETING 

Preparation 

To the Teacher: This meeting will be a preparatory one, the purpose 
being to get the course started. Some of the handwork may be be- 
gun at this meeting and an interesting play period is planned. The 
time that would in subsequent lessons be spent for instruction should 
be used for explaining the program of the course and generating 
enthusiasm. Do not go any further until you have read " By Way 
of Explanation," pages 1-5. 

Materials Needed for This Meeting: Those listed for the work period ; 
peanuts for the play period. Write to George P. Brown & Co., 38 
Lovett Street, Beverly, Mass., for the picture " Washington and 
His Mother," which will be needed for the sixth meeting. 

Program 

1. Business: approximately 20 minutes 

2. Handwork: approximately 60 minutes 

3. Play: approximately 40 minutes 

1 Business 

After the pupils have assembled, explain the course, stating that 
you cannot tell them everything now because some features of the pro- 
gram have to be kept until just the right time to explain them, that 
there will be many surprises, and that they will want to come every 
week or else they may miss something good. Following are a few of the 
points to bring to their attention: 

a. The H and S club. Do not tell what the initials stand for, but 
explain that the H and S club is to be organized next week at which time 
the class is to guess its name. 

b. The passwords. State that there is to be a password for each 
meeting to be given at the door when entering. Assign the one for the 
next meeting. (See page 14.) Explain that the pupils will not be kept 
out of the meeting if they forget the password, for in that case another 
child will take the forgetful one aside and teach it to him. 

c. The club song. State that there will be an interesting song to 
go with the club. 

d. The good-will box. (See page 3.) 

e. The handwork. Mention a few of the articles which are to be 
made. 

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THE JUNIOR CITIZEN 

/. The instruction periods. State that for a few weeks you are to 
talk about what makes a beautiful home, and after that there will be 
lessons on other subjects. Announce that a few hymns and Bible 
verses and two other selections from the Bible will be memorized during 
the year. 

g. The play periods. Discuss the different types of play periods: 
games, dramatizations, parties, trips, stereopticon pictures, stunt day, 
a curio exhibit. 

Special business for this meeting: Elect a " guard " to attend the 
door, to whom the password is to be given each week by each child as 
he enters. The children may decide whether to have a different guard 
every week or one for several weeks. Now prepare for taking the 
attendance at each meeting. Have a large cardboard tacked up with 
the spaces ruled for the names; print on it the name of each child pres- 
ent. Speak of the H and S club to be organized next week, and state 
that the pupils are to guess what those initials stand for. 

Now explain today's handwork. Form groups and proceed to that 
part of the program. 

2 Work Period 

The boys are to begin work on a doll house, and log cabin. The 
girls may make the ribbon badges for the H and S club, the scrapbook 
house, the furnishings for the doll house, and, if desired, the folder 
" Pioneer and Present Days Portrayed in Pictures." 

Introduce the work period by stating that for a few weeks the group 
is to study about homes, that the members are going to make and fur- 
nish a doll house as nearly like a present-day house as a Junior can 
make it, and a log cabin to represent the kind of house in which our 
early settlers lived. Those who make the scrapbook house are to illus- 
trate in that way a modern American home. The badges are for the 
H and S club which is to be organized next week. Speak of a shut-in 
child, or the children of a day nursery or Children's Home who would be 
made happy if the doll house and the scrapbook house were given to 
them. (The latter would be suitable for a city mission or settlement 
house.) Where there is a large group of children more than one of some 
of these articles may be made. 

Directions for Handwork 

Help-and- Smile Club Badge. (Be careful not to disclose the name 
this week.) Materials: Ribbon, tiny safety-pins, oil paint or waterproof 
ink. Tools: Needles, thread, scissors, paint-brushes. These badges 
may be made of ribbon about one and one-half inches wide and four 
inches long. Put a small hem in the top of the badge and sew a tiny 
safety-pin to the bottom of the hems so that the pin will not show when 
the badge is worn. Cut an inverted V from the bottom of the ribbon. 

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THE JUNIOR CITIZEN 

Paint on, with oil paint or waterproof ink, the letters H and S, painting 
them free-hand or first marking them out with a pencil. 

Good-will Box. Materials: One-fourth inch wood, nails, two small 
hinges, corner hasp, staple and padlock, paint. Tools: Saw, compass saw, 
gimlet, knife, sandpaper, paint-brush. From wood one-fourth inch 
thick, cut four sides of equal dimensions, depending upon the size you 
wish to make the box, and a top and bottom to fit. Put the four sides 
and the bottom together to form a box. Cut a slit in the center of the 
top piece with a compass saw, making the hole for starting the saw with 
a hammer and nail or a gimlet. Smooth any rough edges of the slit 
with a knife. Attach the cover or top to the back of the box with two 
small hinges. The cover may be securely fastened to the box by means 
of a corner hasp, staple and padlock. Sandpaper all outside surfaces 
and paint with any desired color. The words " Good-will Box " may 
be painted on the front. 

Doll House (present-day home). Materials: Three wooden sugar 
boxes, cardboard, cut wire nails, two staples and hooks, one pint of house 
paint, five cents' worth of glue-sizing, glue or tacks, pieces of wall-paper, 
flour paste, heavy brown paper. Tools: Hammers, saws, compass saw, 
gimlet, knives, rulers, pencils, right-angle triangle or T-square, paint- 
brushes. 

This house (figure 1 in the back of the book) is made in three sec- 
tions for two reasons: (1) because sections are easier to handle than the 
house in one unit; (2) because the boys may be divided into groups, 
each group working on a section. A fourth group might be formed to 
work on details, such as strips for outside window-frames, shingles for 
roof, and cleats. The house may be made from three wooden sugar 
boxes, two boxes for the house proper and one for the roof. 

Stand the two boxes on end side by side. Put in second-story 
floors of thin wood or cardboard, first nailing narrow cleats in place 
inside the boxes to support those floors. Make a pasteboard pattern for 
the windows. With a pencil draw around the pattern on the box, making 
a back and side window to each room. Always measure from the bottom 
of the box. Cut out the windows with a compass saw. Outside window- 
frames may be made of strips of cardboard and tacked on. It will save 
trouble if at the outset you put a mark on the top of each box to desig- 
nate it as the top. Take apart the third wooden box and make it into 
the roof. The back of the roof is flush with the back of the house, but 
the front of the roof extends one inch beyond the front of the house to 
form the eaves. The sides of the roof also have eaves extending one inch 
beyond the sides of the house. Measure the width of the side of the house 
and cut three cleats, A-A', B-B', C-C, that length (figure 2). Nail to 
these cleats the boards forming the roof (the long boards from the box), 
being sure to let the boards at the front of the house extend one inch 
beyond the cleats. Fit the roof to the house and determine the lengths 
of the cleats B-C and B'-C, also the cleats A'-B', and A'-C. Nail 

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THE JUNIOR CITIZEN 

these cleats all in place. Nail in the support D-D'. Use cardboard to 
fill in the triangles ABC and A' B' C. Tack the cardboard ABC to the 
roof; A'B' C, to the cleats. 

The roof may be given a tiled effect by tacking on corrugated card- 
board ; a shingled effect by tacking on strips of cardboard marked off to 
represent shingles. Start at the bottom and lap each following strip 
over the one before. Observe the roof of a house to see how this is done. 
Paint the exterior of the house with house paint. 

Paper with small figured or plain wall-paper. Cover the ceilings 
with plain white paper. The wrong side of any wall-paper will do for 
that. The paper will adhere much better if five cents' worth of glue- 
sizing is dissolved in hot water and applied to the surface to be papered. 
Cut out inside window-frames, baseboard and ceiling moldings of heavy 
brown paper and glue or tack in place. Hardwood floors may be repre- 
sented by heavy brown paper. 

Furnishings for the Present-day Home. Rugs for the living-room 
and dining-room may be made of hemmed squares of suitable material, 
such as woolen cloth or burlap. Small rugs for the bedroom may be 
woven of colored twine, wool or split raffia. A small piece of linoleum 
will be suitable for the kitchen. A hand-made loom for weaving a rug 
3 x 2 inches can be made from a piece of heavy cardboard 8x3 inches. 
Rule off the cardboard in lines one-fourth of an inch apart and punch a 
hole at the ends of each line and one inch from the ends of the cardboard, 
as shown in figure 3. The loom is now ready for the warp. Put one end 
of a piece of twine or wool sixty inches long through A and tie around 
the end of the loom. Thread the other end of the warp down through 
B, up through C, down through D, and so on until all of the lines are 
covered. Put steel knitting-needles in outer holes. Thread a long 
piece of twine, wool or split raffia through a blunt needle, and tie one end 
of the weaving thread to the warp one and one-half inches from the line 
of holes. To weave, carry the weaving thread over one thread of the 
warp, under the next, over the next, and so on. Weave over the needks 
as well as over the warp, to keep the sides of the rug straight. Stop 
weaving when one and one-half inches from the other line of holes, and 
tie the weaving thread to the warp. Cut the threads on the back of the 
loom, and tie in knots to form a fringe on each end of the rug. Pull 
the steel knitting-needles out after the rug is woven. 

Curtains may be made of any thin material. Curtain rods may be 
made of wire, with a tiny loop in each end. Hold the curtain rods in 
place by driving small nails through the loops into the window- frames. 

Full-size patterns for paper furniture, ready for use, will be found 
in the envelope attached to this book. It will add to the attractiveness 
of the home if these patterns are transferred to colored construction paper. 

Pioneer Home. Materials: Twigs, putty, cardboard or thin wood, 
glue, string, an old glove, oiled paper, straws from a broom, wrapping- 
paper. Tools: Jack-knives, gimlet. 

r io i 



THE JUNIOR CITIZEN 

The pioneer log cabin is made of twigs as big around as a lead pen- 
cil, the long " logs " being eight inches in length and the short " logs " 
six inches in length. The height of the house to the eaves should be 
about four inches, which will be about ten logs high. The logs should be 
cut exactly the right length, and each log notched at both ends on the 
top and bottom. The two foundation logs should not be notched on the 
bottom. Figure 4 shows how to cut the notches, which should be one- 
fourth inch from the ends, and also how to fit the cross logs together so 
as to avoid wide spaces between them. 

After the house has been built up four inches high, mark with white 
paint or crayon the sides of the door and windows, being sure they are 
perpendicular. The door should be one and one-half inches wide and 
six logs high; each window, one inch wide and three logs high. Figure 
5 will show where to place the door and window on the front of the 
house. Put one window in the center of the back wall. 

Now take down the house, keeping the logs of the four walls in four 
different rows. Cut out the door and windows. Some of the logs are 
now in two or three pieces — be careful not to get them mixed. 

A piece of heavy cardboard or thin wood about 9 x 12 inches is 
needed on which to set the log cabin. In planning where to set the cabin 
on this board, remember that a chimney is to be built up on the outside 
of one end of the cabin. Fasten the two foundation logs to the board 
with putty and build up the house again the same as the first time, 
putting putty in each notch to hold the logs firm. Hold the logs on the 
sides of the door and windows level by fastening in little chips with 
putty. Care should always be taken to keep the cabin square and the 
walls straight. There will be no difficulty about this if the logs have 
been cut and notched according to directions. In pioneer days, all 
cracks were filled in with a mortar of mud and straw. 

Cut jambs for the door and windows from cardboard or thin wood 
and glue in place. Also cut a door from the same material, and be sure 
it will open and close easily in the doorway. Bore a hole for the latch- 
string. Knot one end of a string and thread it through the hole, having 
the knot on the inside of the door. Cut two strips 1 x \ inches from an 
old glove to use for hinges. Glue half of each hinge to the inside of the 
door, leaving the other half to glue to the inside of the door jamb. Glue 
oiled paper over the inside of the window openings. 

The roof should be built next. The top logs are eight inches long, 
but the side or end logs are graduated in length so as to make the house 
two inches higher at the ridge pole than in front (figure 6). Do not let 
the top logs on the chimney side of the house project beyond the side 
logs, or they will be in the way of the chimney. Fasten the roof logs in 
place with putty. 

Use the straws from an old broom for thatch. Cut the straws one 
and three-quarters inches long and glue a row of straws to the logs 
across the lower edge of the roof in front and in back. When dry, glue 

[Hi 



THE JUNIOR CITIZEN 

on another row, the second row overlapping the first as in shingling. 
Finish the top of the thatch by gluing on a strip of wrapping-paper one- 
half inch wide, first creasing the paper lengthwise, so that it will fit on 
the top of the roof. 

Figure 7 shows the construction of the chimney. The logs at the 
bottom are built up about one and one-half inches. From this height 
upward the chimney is made of small twigs or burned matches, and they 
are not notched. Hold all in place with putty. 

Present-day Home Scrapbook. Materials: Heavy wrapping-paper, 
magazine pictures, paste, ribbon or colored string. Tools: Punch, 
rulers, pencils, scissors, paste-brushes, or toothpicks. 

Cut heavy wrapping-paper in pieces 9 x 12 inches. Punch four 
holes about one-half inch from the edge along one of the nine-inch sides 
of each sheet. These sheets should be prepared before the meeting. 
Have a good supply of magazines from which the children may choose 
the pictures. Show them how to paste the pictures in their books. A 
very little paste will suffice — a bit in the center and a little all around 
the edge of each picture. Allow at least one-half inch margin around 
the sheet and inside the punched holes. 

Each page of the book will represent a room in the house, one page 
having living-room furniture arranged in some logical order; another, 
furnishings for a bedroom and so on. One page might contain pictures 
of various members of the family. Another page might be given over 
to the garden with its flowers, bird-houses, benches and other features; 
still another might show the piazza with its summer furnishings. The 
children's pets might be shown on one page; their toys on another. A 
picture of the exterior of a house would make a good cover design. 

To make the book, divide the girls into groups, each group to make 
one scrapbook, and let each child furnish one or two rooms for her 
group's book rather than make a whole book herself. 

Folder, Pioneer and Present Days Portrayed in Pictures. Materials 
and tools, same as for scrapbooks. 

Cut heavy wrapping-paper into sheets 9 x 12 inches. Punch two 
holes on one of the twelve-inch sides of each sheet, so the sheets, when 
finished, may be hung on the wall for exhibition or tied together as a 
book. 

Using pictures cut from magazines or postcards and pasted on these 
sheets, allowing margins of at least one inch, show the difference between 
pioneer days and the present in methods of cooking (fireplace; gas 
stoves, coal stoves, fireless cookers), lighting (candles; gas, electricity), 
heating, getting water for the home, making cloth, sewing, writing, 
sowing and reaping of grain, getting messages from one place to another, 
traveling by land and water, and so on. If it is impossible to get pictures 
representing pioneer days, drawings or written descriptions may be 
used. Allow one sheet to each method, putting the pioneer representa- 

[12] 



THE JUNIOR CITIZEN 

tion on the 1 ft side of the sheet, and the portrayal of the present on the 
right side. 

At the close of the work period have the pupils help to " clear up " 
and put away work materials and prepare for the play period. 

3 Play Period 

A peanut party is suggested for this play period. If possible, have 
the peanut party in a room that need not be used until time to begin 
playing. Hide peanuts in places easily accessible but not necessarily 
in sight. 

Divide the children into teams of about five, one of each team being 
the captain, who is given a paper-bag to hold the peanuts found by his 
team. No one but the captain may touch a peanut. Give each team 
the name of an animal, whose cry they are to imitate. At a given signal, 
the hunt begins. When a player finds a peanut he stands still and gives 
his team call (caw, caw; cluck, cluck; bow- wow- wow; or whatever the 
team has chosen). This is a signal for his captain to come and pick up 
the peanut he has found, thus setting him free to hunt for another peanut. 
The captain cannot pick up a peanut unless a member of his team has 
called him to it. The team finding the most peanuts wins the contest. 
The peanuts are all passed to the club leader, who announces 

A Peanut Sprint. The captain of each team is given a glass, a 
table knife, and a peanut for himself and one for each member of his 
team. The peanuts belonging to each team are put on the floor in a 
pile in front of each team, and the glass is put on the floor on the opposite 
side of the room. At a given signal, each captain takes the knife and 
without touching the peanut with anything but the knife, carries it 
across the room and drops it into the glass, runs back and gives the knife 
to another member of his team, who carries another peanut to the glass, 
and so on. The first team to get all its peanuts in its glass wins the 
sprint. And now is the time that all may do as they have been wanting 
to do — eat peanuts. The children should be asked to clean up any 
peanut shells that may have been dropped, as this will give another 
opportunity to practise helpfulness. 



[13] 



SECOND MEETING 

Cooperation 

Password: H and S. 

To the Teacher: With the general topic of helpfulness at home, the 
thought this week centers about cooperation as a means of making 
a home beautiful and aims to develop the child's ability to live and 
work as a member of a group. The instruction, the handwork, 
and the play suggestions all contribute to this end, and the teacher 
should keep this aim in mind when working out the different parts 
of the program, and watch for opportunities to direct individual 
pupils accordingly. This direction will require tact, and the actual 
effort to guide will be obvious to the teacher and not to the pupil. 
For instance, the teacher may look upon today's play period as an 
opportunity to practise cooperation, but it would, of course, be 
inadvisable to say to the pupils, " Now we have had a lesson on 
cooperation, let us play a game in which we will practise coopera- 
tion." Likewise, it would spoil a good opportunity for development 
if the teacher appealed to the pupils to help put away the work 
materials on the ground that it would give them a chance to live up 
to the lesson. The teacher's part is to provide the opportunity for 
cooperation; her effort should not be obvious to the pupils. 

This suggestion should be kept in mind throughout this course. 
Be ever watchful in all your association with the children for oppor- 
tunities to guide the development of the attitudes with which the 
lessons deal. At all sessions of the class the pupils should help as 
much as possible in getting out supplies and " clearing up." 

Materials Needed for This Meeting: Those listed in the preceding lesson 
for the work period, and in addition: cardboard for poster, " God's 
Rules for a Beautiful Home," a large sheet of paper, blackboard, 
typewritten copies of songs (" Help and Smile " and " Not with 
Grudging or Complaining "), also a book containing the tune, 
" Lightly Row." 

Program 

1. Work Period: approximately 60 minutes 

2. Instruction: approximately 25 minutes 

3. Play Period: approximately 20 minutes 

4. Business: approximately 15 minutes 

1 Work Period 

The building of the house, or houses, the scrapbooks, and the house 
furnishings begun last week are to be continued at this and subsequent 
lessons in this section on home life. With interest already awakened in 

[14] 



THE JUNIOR CITIZEN 

constructing and furnishing a house, it will be an easy transition to 
thoughts of what makes a house into a beautiful home. 

This work gives a definite opportunity for developing the attitude 
of cooperation, each worker having a part to contribute to the whole. 
If the leader keeps this in mind as the work progresses she may see an 
opportunity now and then to strengthen some child's ability to work 
with others. The scrapbook houses are made a cooperative piece of 
work by having a group of girls make one book, each girl furnishing one 
or two pages (rooms) of the whole. At the close of the work period have 
the pupils clear up the room and prepare for the instruction period. 

2 Instruction 

a. A Good House. We have been building a house and we are 
trying to make it as beautiful and as substantial as we can. We cannot 
put into this miniature house all that we should like to have in it, but we 
may imagine some of the things we would put in if we could. (Talk 
over some conveniences of modern houses which cannot be included in 
the children's model.) 

b. Our Debt to the Past. Did the people of our country always have 
houses such as we have today? In what kind of houses did the Pilgrims 
live? (Here reference may be made to the log cabin which some of the 
boys are building.) How does it happen that we have electric lights, 
running water, furnaces, clapboards and shingles and bricks for our 
modern houses? Somebody worked for them. Somebody worked to 
find ways of improving houses, and we must not forget to be thankful 
to our grandfathers and great-grandfathers, and our friends' grand- 
fathers and great-grandfathers, for being willing to work and discover 
and experiment until they were able to give us convenient houses. 
People did not get their ideas for houses all at once and no one person 
thought of them all, but the ideas and the work of many people at differ- 
ent times, all put together, have resulted in what we have today. So 
when Thanksgiving Day comes, if we just look around our houses, we 
shall feel thankful for the workers who have lived before. 

c. A Beautiful Home. However, we sometimes call the place in 
which we live by another name than house. When you leave here to- 
day, you will not say, " I am going to my house." What will you say? 
(" I am going home.") 

There are certain rules for transforming a house into a beautiful 
home. Often people say, " One can easily see that that boy comes from 
a good home." Now the boys and girls of. a family have a part in making 
their home a beautiful one. Fathers and mothers cannot do it alone. 
If they cannot do it alone, how can they do it? .What would you say, 
then, is one rule for having a good home? What other rules are there? 
(List on a blackboard any suggestions the pupils make, guiding to "the 
inclusion of everybody helping, being cheerful, being peaceable, being 
generous, and being thoughtful. Then take up the discussion of every- 

[rs] 



THE JUNIOR CITIZEN 

body helping. State that we call that cooperation. Write the word 
cooperation on the blackboard in parenthesis after " everybody helping." 
Speak of it as being a " big " word but a good one to add to one's vocabu- 
lary. Explain again that it means working together, or everybody help- 
ing out.) 

Who is responsible for getting the work of the home done? What 
is the father's part? What is the mother's part? (Show that mothers 
have to do some things which the children cannot do, but sometimes 
boys and girls leave things for her which they themselves might do. 
Speak of the mother as a sort of supervisor or superintendent.) Some- 
times she has to call upon the other members of the family to be her 
assistants. The father, too, sometimes has to call upon the younger 
members of the " company " to help him. There's a song which tells 
how we ought to feel about doing our share of the work at home. Let's 
sing it. (Sing, " Not with Grudging or Complaining.") 



NOT WITH GRUDGING OR COMPLAINING 

LOYAL VOLUNTEERS 
George A. Burdett, 1900 George A. Burdett, 1900 



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[17] 



THE JUNIOR CITIZEN 

Why is it wrong for one member of the family to do none of the 
errands or chores? (Speak of its being unfair.) When you feel tempted 
to complain about doing your share of the work, just say this Bible 
verse, " If any will not work, neither let him eat." (Write it on the 
blackboard. Allow a few minutes for the children to study the verse 
and then call upon individuals to recite it.) 

d. Story. 

How Nehemiah Built the Wall 

In the court of Artaxerxes, ruler of the Persian empire, one of the 
most honored officials was Nehemiah, the king's cupbearer. Nehemiah 
was not a Persian; he was a Hebrew. So, you see, he was living in a 
foreign land. His people had been carried into captivity many years 
before by the king of Babylon ; and Jerusalem, the capital city of their 
homeland, had been robbed and burned. Later the Babylonians were 
conquered by the Persians and the Hebrew captives were given permission 
to return to Jerusalem, if they wished. Many of them did ; but Nehemiah, 
being the king's cupbearer, was one of those who stayed behind. 

After a time somebody told Nehemiah of the terrible state of affairs 
in Jerusalem. Now the Hebrews held it as a sacred obligation to God to 
keep their chief city in good condition and safe from invaders. The 
reports showed that the city was not taken care of at all, and was quite 
open to enemies because the city wall was broken down. Upon hearing 
this news, Nehemiah had a great desire to go to Jerusalem and get the 
wall rebuilt. But he was one of the king's officers and so was not free 
to go just because he wanted to. However, he could think of little else 
but that broken wall, and he prayed that God would show him a way to 
get it set up again. 

One day when he appeared before Artaxerxes, the king noticed that 
his cupbearer was not as cheerful as usual, and he said to Nehemiah: 

11 Why is thy countenance sad, seeing thou art not sick? This is 
nothing else but sorrow of heart." 

" Let the king live forever," said Nehemiah. " Why should I not 
be sad when the city of my fathers lieth waste with its wall in ruins?" 

" What is your request?" asked the king. 

Nehemiah was surprised but he was glad to have such an opportu- 
nity, so he said, " Let me go to Jerusalem, I pray thee, that I may re- 
build the wall of the city." The king was much interested in the request 
and not only gave Nehemiah leave of absence from the court, but ap- 
pointed him governor for a certain length of time, gave him the necessary 
passports and an imperial escort for the journey. So Nehemiah went to 
Jerusalem. 

It was not an easy matter to get the wall built after he got there. 
He could not build it alone. His countrymen would have to be interested 
in it also and work with him. They would need many workers and only 
the Hebrews themselves could be depended upon to do the work because 

[18] 



THE JUNIOR CITIZEN 

the other people round about, — Samaritans, Ammonites, and others, — 
were enemies and did not want the Hebrews to rebuild and fortify their 
great city. Some of the Hebrews lived outside of Jerusalem, and Nehe- 
miah could not be sure that these would be willing to leave their own 
work and their homes to help build the wall of the capital. 

Nehemiah was in Jerusalem three days before he said or did any- 
thing about getting the wall rebuilt. Then, under cover of night, so 
that his enemies would not know what he was doing, he rode all around 
the city, viewing the ruins of the old wall and observing what had to be 
done. Having made his observations, he called some of the leaders of 
the people together and laid his plans before them. 

He reminded them of their forefathers and the past greatness of 
their city, and urged them to work with him in the effort to build it up 
once more. He told them the first need was to repair the wall to keep 
out their enemies, and he said that he was ready to do that if they and 
their countrymen were willing to help. 

The leaders were in favor of the enterprise. " Let us rise up and 
build," said one, and the others echoed his words. Then they planned 
how it could be done. 

" It's everybody's work," they said. " Together we can do it. But 
if only a few are willing, our enemies will be too strong for us." So they 
decided to make a public appeal for everybody to help. 

One man volunteered to build that part which was near his own 
house. Then another and another stepped forward, until several fami- 
lies had taken charge of those sections of the wall behind their own 
houses. The priests banded together and built up the sheep gate; next 
to them the men of the town of Jericho worked together. The young 
men of one family volunteered to build the fish gate; and two others, 
apparently friends, worked on another gate. One man and his daughters 
built one section of the wall. So different groups of people banded 
together and undertook to do certain parts of the work. Sometimes the 
members of a family formed a group, and sometimes the people of one 
village or town. 

It was a great event. The people took hold of the work splendidly 
and each was eager to do his share. At first the Samaritans and the 
Ammonites and other enemies laughed at the attempt. " Do those 
feeble Jews think they can fortify their city and build it up as it was 
before?" they asked. " A fox could easily break down that pile of stones," 
one would say, trying to discourage the builders. But the workers kept 
on. 

When the enemy saw that they could not stop the work by ridicule, 
they became very hostile, and they planned to make an attack. " We 
will steal upon them unawares and slay them," they said. 

But Nehemiah discovered their plot and armed his builders. Half 
of the people were assigned to keep guard. These were armed with 
swords and spears and bows. The other half kept on with the work, 

[19] 



THE JUNIOR CITIZEN 

but each worked with one free hand and held a weapon in the other, 
and Nehemiah said to the people, " Be not afraid — remember the Lord, 
who is great, . . . and fight for your brethren, your sons, and your 
daughters, your wives, and your houses." 

When the plotters found that the builders w^ere armed and prepared 
to defend themselves, they did not dare to make an attack, but tried 
another scheme. Four times they invited Nehemiah to meet with them 
in council, but each time Nehemiah sent back the message: " I am doing 
a great work, so that I cannot come down." Finally, they hired a man 
to go to Nehemiah and say, " Come into the temple of God with me, 
and let us close the doors of the temple, for thine enemies will come 
down and slay thee." But Nehemiah replied, " Should such a man as 
I flee? Who would go into the temple to save his life? I will not go in." 

So every plot of the enemy failed. The Hebrews kept on with their 
work, each doing his share, and at last the whole wall was finished. 

e. The H and S Club. When the story has been told, announce 
that after the play period they are to have the business meeting for the 
purpose of organizing the H and S club, and that they will be asked to 
guess what H and S stand for. 

3 Play Period 

Charades are suggested for the play period, to be played as follows: 
Select two captains who will choose their teams. Team A chooses a 
word of one syllable and gives Team B a word that rhymes with the 
chosen word. Suppose Team A has chosen " king " and has told Team 
B the rhyming w^ord " wing." The members of Team B now act out, 
one at a time, words that rhyme with " wing," and continue to do this 
until they happen to act out the correct word. As Team A guesses the 
words that Team B is acting, it tells whether the word acted is the 
chosen word or not, as for example, " No, it is not ' fling ' ; " " No, it 
is not ' string ' ; " " Yes, it is ' king.' ' When Team B has acted the 
right word, it is its turn to choose a word. Ask the children to choose 
words that may be found in the Bible. Such words as Cain, Eve, fig, 
star, cave, lot, tent, song, whale, lamb, ark may be chosen. 

4 Business 

Have the meaning of H and S guessed and the club organized. 
(Link " H " up with the stories told in the instruction period, and "S" 
with the song, " Not with Grudging or Complaining.") Show the ribbon 
badges and ask how many would like to join the H and S club, the re- 
quirement being to try to help at home and to do it cheerfully. The 
members are simply to be put on their honor to make an honest effort 
to live up to the name of the club. Now elect the officers. Present the 
following club song and have it sung: 

f2ol 



THE JUNIOR CITIZEN 
HELP AND SMILE 

(To be sung to the tune of " Lightly Row ") 

H-e-l-p, S-m-i-1-e, 

Help and smile right merrily, 

That's the way, we all say, 

To live every day. 

Others, too, will look at you 

Help and smile the whole day through. 

Make the style, all the while, 

To help, help, help, and smile. 

» 

A Poster to Make 

A poster is needed to represent how to make a beautiful home. 
Have the cardboard ready to show, and announce that you are not 
going to have the poster made until the '■ home " lessons are completed. 
In the meantime, the children are to collect pictures from which one may 
be selected as picturing a happy family, and the rules for a good home 
are to be listed from week to week on a blackboard or large sheet of 
paper, to be placed eventually on the poster. Appoint a committee to 
choose the best picture from those brought in (one picture at the top 
of the poster will probably be enough). The chairman of this commit- 
tee will take care of the pictures as they come in each week and at the 
end of the lessons on home life the committee will attend to the making 
of the poster. Head the poster with: God's Rules for a Beautiful Home. 
The first rule for it is be helpful. 

Speak of the good-will box, if your group is having one, and have 
the club song sung. After a closing prayer, give the password for next 
week to the president and let him whisper it to each pupil as all file out. 
Have the attendance recorded also as the pupils leave. 



[21] 









! 
1 


.^1 




C0D5 RULES FOf?A BEAUTIFUL 


HOME 


i. Be Helpfu. 1 j 
z. Be Cne.er (ml 

3. Keep Peace 

4. DC Generous 

s. BeJhouoKtful 



[22] 



THIRD MEETING 

Cheerfulness 

Password: Cooperation. 

To the Teacher: The aim of this lesson is to develop the spirit of cheer- 
fulness because that is one of God's rules which helps to make a 
home beautiful. 

Materials Needed for This Meeting: As at last meeting for the work 
period, and in addition, the " glum and smiling face " (figure 8 in 
the back of this book), Bible, blackboard, table games for the play 
period. 

Program 

1. Work Period: approximately 65 minutes 

2. Instruction: approximately 20 minutes 

3. Business: approximately 5 minutes 

4. Play Period: approximately 30 minutes 

1 Work Period 

Continue the cooperative work of preceding meetings. Cheerful- 
ness is another attitude which working together in this way helps to 
foster. In most groups there will be a shortage of tools, which will make 
it necessary for one worker to wait until another is through with ham- 
mer, saw, or scissors. Moreover, there will be times when one will wish 
a different part of the work had been assigned him, or again the difficulties 
of the work may cause discouragement. Cheerfulness during the work 
period can best be fostered by the teacher's own spirit and example. 

Do not think that fostering the spirit of cheerfulness is your duty 
for today only. Every one of the lesson topics in this course should be 
kept in the teacher's mind at every meeting. 

2 Instruction 

a. Song. After the children have assembled for instruction, sing, 
" Not with Grudging or Complaining." 

b. Conversation. (If any difficulties have arisen in connection with 
the construction of the house, they might be referred to pleasantly and a 
word of encouragement given which will stimulate a cheerful attitude 
toward difficulties. State that half the fun in doing the work is in mak- 
ing things go right when it is hard. Who would want only easy things 
to do? Read the poem, " Just Whistle a Bit," which may be found in 
the works of Paul Laurence Dunbar. Before the reading say a few 
words about the poet.) 

Paul Laurence Dunbar was an American negro poet. His parents 
were slaves in Kentucky. Before the Civil War the father escaped to 
Canada. After the war, when the slaves were made free, the family was 

[23] 



THE JUNIOR CITIZEN 

reunited in Dayton, Ohio, and that is where the son, Paul Laurence, 
was born. They were very poor and suffered many hardships, but they 
were an ambitious family. Paul Laurence was the first negro poet to 
write in the English language, and " Just Whistle a Bit " is one of his 
poems. 

(Tack up on the blackboard a picture of a face smiling on one side 
and glum on the other. The effect is obtained by covering one side at 
a time. See figure 8 in the back of this book. Remark that it would 
not take us long to decide which we would prefer to look like. Ask, 
Who do you think makes more friends, one who has a cheery disposition 
or one who is glum? Which kind of person would be more likely to be 
invited to a party? 

(If you were ill, would you like to have a doctor who was cross or one 
who was cheery? Which kind of dentist would you prefer, if you were 
going to have a tooth filled? Why do you suppose doctors try to be 
cheerful and to make sick people smile? " A cheerful heart is a good 
medicine." Do you suppose it is always easy for the doctor to be 
pleasant? What may make it hard? Point out that the doctor has 
many problems and difficulties to worry about in his day's work, but he 
tries to forget them for the sake of other people.) 

c. Story 

The Voice at the Telephone l 

A minister in Denver was talking to a friend. " There is a young 
lady in Denver," he said, " whom I want to see. Why do you suppose 
I want to see her?" 

" Have you heard something about her?" asked the friend. 

11 No," said the minister, " not a word." 

" Do you think she is very good looking? " 

" Yes," was the reply, " good looking, if not handsome." 

" Have you seen a picture of her? " 

" No. I have neither seen her nor heard a thing about her." 

" Why, then, do you wish to see this particular lady? " 

" I shall have to tell you," replied the minister. And this was his 
story : 

' There is a certain store downtown with which I sometimes do 
business, and this lady usually answers the telephone. Her voice is so 
sweet and gentle that I just want to know her. I am sure she is a good 
woman." 

" ' Ah! ' you say, ' probably she knew she was talking to a minister 
and so she took pains to talk pleasantly.' No; she knew nothing of the 
kind. She only knew that somebody wanted to give an order for grocer- 
ies, — just groceries! So she did not ' fix' her voice for the occasion. 
It was just her natural, every-day voice. 

" I know her already! Her voice is almost as good as a photograph. 

1 Adapted from Little Ten Minutes, by Frank T. Bayley. Used by permission of Fleming H. Revell Co. 

[24] 



THE JUNIOR CITIZEN 

It tells me that she is refined and kindly; full of courtesy, not impatient 
and fussy; a real lady. So I want to see her. I am sure she is worth 
knowing." . 

Such a voice is worth a great deal to its owner; and a good deal to 
other people, too! It is worth a great deal to an employer to have such 
a voice at the telephone or behind a counter. It sells goods for him. 
It is " capital " in business. (If you don't know what " capital " is, 
your father will tell you.) Do you know that people are sometimes 
driven away from a store by the ungentle voice and ill manners of a 
clerk? Why, there are some clerks who almost say " S'cat! " as they 
look at a customer! At any rate, their faces do. 

You do not know how much need the world has for voices that are 
sweet and gentle. There is a great deal in the business world that re- 
minds me of a field I have seen that was full of rocks, rough and sharp 
and ready to bruise a tender foot. But I have seen just such rocks 
covered with a mossy velvet that was kept fresh by the nightly dew, 
making them soft and green so that one loved them. So there are soft 
voices, sweet and low — velvet tones that cover the hard things in daily 
life; and they are dearer than moss-grown rocks. 

One could afford to pay money for such a voice, but it cannot be 
bought in the market. There is only one way of getting the treasure. 
It must grow in the garden of your heart. The secret of a velvet voice 
is in character; and character is what you are. The voice is the expres- 
sion of your thoughts and feelings, of your real self; and so it comes to 
be more and more a telltale, until your voice is you. If you would 
have a voice that would make even a telephone wire glad, you must 
begin with the voice you have and make it true and soft and sweet by 
thinking cheerful, loving thoughts and living in kindly courtesy every 
day. 

(Speak of the slogan often seen in telephone booths : " The voice 
with a smile wins.") Suppose your father asked you to do something 
but you were playing. Which is more sensible, to complain or to smile 
and do it quickly? (Have the children think out some results of being 
cheerful and pleasant at home.) How does it help mother and father 
for the boys and girls to be cheerful? (Point out that parents have 
many responsibilities, and when they have a great deal of work to do 
and much to think about, it makes it ever so much easier if the boys and 
girls are good-natured and cheerful.) Each one of us has to be pleasant 
in order to be fair to the rest of the family. 

Suppose one member of the family is " out of sorts," how should 
the others act? Sometimes when we are playing games, we say a certain 
person is a good loser. What do we mean by that? (Suggest that to be 
cheerful about losing the game is real sportsmanship, while being dis- 
agreeable about it spoils the fun of the game. To play well is more im- 
portant than winning the game.) 

[25] 



THE JUNIOR CITIZEN 

Let's make a list of times when we should try especially hard to be 
cheerful at home. (Let the children make suggestions, a few of which 
may be: (1) when other people are " out of sorts," (2) when we do not 
win the game, (3) when things do not please us, (4) at the table.) Did 
anybody ever tell you that cheerfulness helps your stomach to digest 
your food? 

(Quote: " Laugh and the world laughs with you.") 
God taught people in the olden times to be cheerful. This is what 
the Bible says about it: (Read Psalm 100 : 2a; Proverbs 15 : 13, 26b; 
17 : 22. Present the temporary poster and add to it BE CHEERFUL. 
Have the chairman of the poster committee collect the pictures which 
have been brought as suggested in the preceding lesson.) 

3 Business 

Admit new members to the H and S club. Speak of the good-will 
box. Sing the club song. As the pupils pass to the tables for games, 
record the attendance and have the president give to each secretly the 
password for next week. (See beginning of next lesson.) 

4 Play Period 

For play this week use table games such as jackstraws, anagrams, 
checkers, parchesi, picture puzzles, dominoes and let the children choose 
the games they wish to play. This will allow opportunity to practise 
cheerfulness, especially on the part of those who do not win in the games. 

In some of the lessons a definite place has been suggested for prayer. 
Where that has not been done, the leader should introduce prayer when 
the atmosphere and attitude of the class make it appropriate. Some 
groups may find it fitting to have the prayer at the very close of the 
session. 



[26 



FOURTH MEETING 

Keeping Peace 

Password: Merry Heart. 

To the Teacher: The purpose of this lesson is to lead the pupils to obey 
God's law of keeping peace because peaceableness helps to make 
home beautiful. 

Materials for This Meeting: Those needed to continue the handwork of 
preceding meetings, and the songs, " Home, Sweet Home " and 
11 The Dearest Spot on Earth " (both of which may be found in 
Heart Songs, published by the World Syndicate Company, New 
York, and in other collections of old songs), Bibles, blackboard, the 
" temporary " poster of God's rules for a beautiful home, materials 
for dramatizing the story of the Pilgrims. 

Program 

1. Work Period: approximately 60 minutes 

2. Business: approximately 5 minutes 

3. Instruction: approximately 30 minutes 

4. Play Period: approximately 25 minutes 

1 Work Period 

The work of preceding meetings is to be continued today, namely, 
the present-day house, log cabin, scrapbook house, and any other un- 
finished work. A happy, agreeable atmosphere among the workers can 
help to foster the habit of peaceableness. The conversation of the chil- 
dren, too, may afford opportunity now and then for the teacher to make 
some suggestion in this direction. 

2 Business 

As at the preceding meeting. Remind the children that they are 
on their honor to make an honest effort to live up to the club name. 
Sing the club song, " Help and Smile " (page 21). 

3 Instruction 

a. Songs. " Home, Sweet Home " (stanzas 1 and 2) 

" The Dearest Spot on Earth " (first stanza) 

b. Conversation. (Ask a pupil to write on the blackboard two ways 
we have so far discovered by which the members of a family may trans- 
form a house into a good home.) Another way to have a good home is 
to be peaceable. (Have the following verses found and read by indi- 



THE JUNIOR CITIZEN 

vidual children: Mark 9 : 50, last clause; Romans 14 : 19; Matthew 
5 : 9.) You see, keeping peace is one of God's laws for happiness. 

c. Stories. You remember the story of Joseph and his brothers. 
What broke up the peace of that family? What made peace and happi- 
ness again? 

In Marblehead, Massachusetts, four brothers lived together. One 
day they had a quarrel and one brother said, " If I can't have my way 
I'll go off, and take my share of the house with me." 

The three brothers did not give up and the next day the one brother 
came with workmen and measured the house, dividing it into quarters. 
They sawed, cut, and took one quarter away to another place and the 
brother lived alone. 

What was left of the house looked like a large cake with one quarter 
cut out. All the people of Marblehead, knowing of the quarrel, gave it 
the name of " Old Spite House." x 

d. Conversation (continued). If you knew a boy or girl who was 
pleasant and agreeable when playing with or visiting friends but cross 
and quarrelsome with his own brothers and sisters, what would you say 
of him? Suppose you had just become acquainted with a certain boy or 
girl and went to his house for the first time. If you found that your new 
acquaintance was courteous and pleasant with his brothers and sisters, 
how would you feel toward him? What do we gain by being peaceable? 
(1) Good times. (2) Friends. (Let the children make other suggestions. 
Have them discuss whether more is gained by being peaceable than by 
quarreling.) 

e. Story. (Tell the following as a " guess who " story.) 

Abraham and Lot 

Two men were talking about a serious matter. One was a young 
man; the other was older. Both owned cattle and had herdsmen to 
take care of their cattle. They had come into a new country to estab- 
lish a home. God had promised the older man that he should be the 
founder of a great nation in that country. 

Now the older man and the young man had a problem, for the herds- 
men who took care of their cattle were quarreling over the pasture-lands. 
The shepherds of each wanted the best land for their master's flocks, and 
much unpleasantness had arisen. The older man saw that something 
must be done to stop the quarreling, for they could not get along well 
that way. So he said to the young man : " Let there be no strife between 
your herdsmen and mine. You see the land that is before you. Let us 
separate. If you will take what is on the left, I will go to the right; or, 
if you take what is on the right hand, then I will go to the left. But let 
us separate and avoid this quarreling." 

So the young man looked about him and saw a fertile plain, and 
he chose that, and took his herdsmen and his cattle and settled in that 

•Told by Edith Glen in Pilgrim Elementary Teacher, November, 1917. 

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section. And the other man settled in the land of Canaan and lived in 
peace and was prosperous. Who were the men? 

/. Conversation. Ask, How did Abraham keep peace? (By divid- 
ing and refusing to quarrel over the question as to who had the best.) 
Refer to the story of Isaac the Peacemaker (Course V in the International 
Graded Lessons) and ask those children who have had that lesson in the 
church school to answer the question, How did Isaac keep peace? (By 
giving up.) 

Ask, What do you think about teasing? Call attention to how the 
person feels who is teased, and discuss the difference between teasing 
and real fun. Bring out in the discussion that teasing makes fun for 
only one person, and that is selfish, and, besides, it is rather a poor kind 
of fun. Which would you rather be, a tease or a merrymaker? 

The Tease 

A boy was teasing his sister and her playmate one day. The girls 
were playing house and were setting up some doll furniture in a large 
packing-box they had obtained. The boy sat on a fence kicking the 
box and shaking it, and when the girls went into the house for more 
playthings, he quickly took out everything they had placed in the box 
and scratched up the wall paper. 

Presently the girls came back and looked wofully at the wreck, 
and begged of the boy, 

" W 7 on't you please go away and let us play? We want to make a 
doll house." 

" I have a right to stay here, if I want to," retorted the boy. 

Just then the Angel Who Believes in Real Fun came along and saw 
what was going on. 

" Why are you sitting here quarreling when you might be having 
a good time? " he asked the boy. 

" Oh, I'm having fun teasing the girls," the boy replied. 

" Having fun? " asked the angel. " How queer, I never would 
have guessed it. Where I come from when we are having fun there are 
laughter and bright faces, and everybody's happy. I'm glad you ex- 
plained that you were having fun, for I surely thought you were quarrel- 
ing, and isn't it a pity not to know the difference between fun and quar- 
reling? Besides, it takes much more mind to be a merrymaker than to 
tease." 

Ask, How can we keep peace in our homes? Present problems as: 
A girl was playing with her brother's erector set. When he came 

home and found her with it he was just going to complain when a voice 

inside him said — (Let the children finish the sentence. Write the most 

fitting suggestion on the blackboard.) 

Another day when the boy came home, he found that his sister had 

lost some of the screws which belonged to the erector set. He was very 

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angry and before waiting a minute to think he began scolding his sister 
for not taking care of his things. He spoke so crossly that his sister 
became angry, too, and for every cross word she spoke he said one in 
return. They kept this up until they both felt very miserable. 

I can think of two ways by which this quarrel might have been pre- 
vented. Can you? What would have been a good thing for the Marble- 
head brothers to do instead of staying away from each other? (Advise 
" making up " quickly. Following is a suggested list of ways of keeping 
peace : 

1. Be generous. 

2. Respect the rights of others. 

3. Count ten before speaking a cross word. . 

4. Look for the funny side and the sunny side. 

5. Be quick to " make up." 

6. Refuse to quarrel. 

Ask a pupil to find and read from the Bible Proverbs 16 : 32, 

He that is slow to anger is better than the mighty; 
And he that ruleth his spirit, than he that taketh a city. 

Ask another pupil to find and read Proverbs 15 : 1, 

A soft answer turneth away wrath ; 
But a grievous word stirreth up anger. 

Also Ephesians 4 : 32, 

Be ye kind one to another, tenderhearted, forgiving each other. 

Ask, What rule shall we add to the home poster this week? KEEP 
PEACE.) 

4 Play Period 

For the fourth, fifth and sixth meetings it is suggested that a dram- 
atization of the landing of the Pilgrims be worked out. Work on the 
first and second scenes today. 

Tell the story of the days while the Mayflower lay at anchor in Cape 
Cod Bay and later in Plymouth Harbor, of the dreadful hardships of the 
Pilgrims, of the building of the town, the meeting with the Indians, and 
so on, finishing with the first Thanksgiving. Plan the scenes with the 
children and give out the parts. 

The children should be encouraged to find out all that they can 
about their parts by reading at the library and by looking up pictures, 
and they will probably be able to get all the costuming necessary — just 
enough to suggest the parts. Paper shoe-buckles, wide paper collars for 
the men, paper kerchiefs and caps for the women, and a few paper 
feathers for the Indians, if real feathers are not available. The stage 
settings may be imaginary, unless the children wish to carry out some 
ideas of their own. If possible, the conversation should be spontaneous 

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on the part of the children. This can be done if the children are thor- 
oughly familiar with the story and the action. 

The following is a suggested outline of four scenes. Some of the 
facts given in the outline are for conversation only. 

Scene 1. On board the Mayflower at anchor in Cape Cod Bay 

Pilgrims gather in the cabin to sign the " Compact." They then 
confirm Master Carver, who has been their ship's governor, their gov- 
ernor for one year. A party is organized under Captain Miles Standish to 
explore inland, with the purpose of choosing a site for a town. The 
exploring party leaves. Men are sent ashore for wood and water. 
Signal fires are seen on shore, saying all is well with the exploring party. 
Signal guns are heard, which is the sign to send boats to bring the party 
back to the ship. Many people are sick and four have died. Party 
come on board, bringing a big ship's kettle and a supply of corn which 
they have found. Report that they saw an Indian and followed him 
ten miles inland; saw deer; found good water and a harbor which they 
called Plymouth. The latter is chosen as a site for their town. After 
thirty-five nights at anchor, the Mayflower sets sail for Plymouth Harbor. 

Scene 2. December to March, 1621, in Plymouth Harbor 

All go on shore to refresh themselves, and the women to wash 
clothes. Common house is built first for storing goods. Ground is allotted 
to each of the seventeen families, the unmarried people having been 
divided among the families. Each family builds its own cabin. John 
Goodman and Peter Brown go hunting and do not return — fear Indians. 
Common house thatch burns. Sick people are in the house, but no one is 
hurt. Goodman and Brown return, frostbitten. Much sickness, many 
deaths occur. Every day or so a short file of men would be seen carry- 
ing a bier up Coles Hill, where the graves would be leveled so the Indians 
would not know of their depleted numbers. An Indian is seen in the dis- 
tance. Tools are stolen from the woods by Indians. A ship's cannon 
is taken ashore and mounted as a protection from the Indians. 
Scene 3. On shore 

Samoset comes, and says, " Welcome, Englishmen!" Squanto is 
with him and tells the Pilgrims in broken English that the land they are 
on once belonged to the Patuxets and that no one will trouble them, as 
he is the sole surviving owner. Says he was one of twenty Indians 
taken to England in 1614, and that he has recently returned. Tells how 
some French visitors a few years before had been killed by the Indians, 
and immediately after a plague had come upon the Indians and had 
killed nearly all the tribes. Indians thought the scourge was caused by 
the wrath of the white men's God. They would be friends with the 
white men this time. Samoset goes away and brings back five friends. 
All leave bows and arrows outside of the town, as previously agreed. 
Bring skins as gifts for the Pilgrims, and return the stolen tools. The 
Pilgrims give gifts to the Indians. 

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Scene 4. The First Thanksgiving 

Harvest has been gathered. The Pilgrims wish to thank God for 
his goodness to them. A hunting party is sent out, which brings in wild 
turkey. Massasoit and his braves are invited to a feast. They bring a 
deer as their contribution. Chief Massasoit brings his eldest son Wam- 
sutta, whom he has had baptized into the Christian brotherhood under 
the name of Alexander, and his second son, Metacomet, baptized Philip. 
The women serve the feast. (At the conclusion, sing a Thanksgiving 
hymn that is familiar to the children.) 

The following gives suggestions for working out scene one : The men 
of the Mayflower are gathered in the cabin around a table on which is 
the Compact and a quill pen (made of paper). Each boy in the group 
is given a name taken from the list of passengers on the Mayflower. 
Master Carver is in charge. The Compact is signed by each Pilgrim 
Father. A form of appointing Master Carver their governor for a year 
should be gone through with. Governor Carver asks Captain Standish 
to choose some men and go ashore to look for a suitable place for them 
to build their town. Captain Standish chooses his men, and the party 
leaves. Governor Carver asks other men to go ashore for wood and 
water, and they leave. A few women come into the cabin and sit down 
to knit. They tell of the signal fires that have been seen, and the pur- 
pose of the signal is brought out in general conversation. A man comes 
in and says the signal gun has been heard. Governor Carver orders the 
man to see that the boat goes ashore to bring the party back to the ship. 
Conversation follows about the sickness on board, and the four who have 
died. Perhaps some conversation may be introduced about Peregrine 
White, the baby that was born on the Mayflower, and about Dorothy 
Bradford, who fell overboard and was drowned while the exploring party 
was gone. The exploring party come in, bringing the kettle and corn 
they have found. They converse about what they saw and found. 
Governor Carver orders the ship to set sail for Plymouth Harbor, calling 
Master Jones into the cabin to receive the order. 

(This dramatization will be fitting as a close for the " home " les- 
sons with their suggestion of our debt of gratitude to the past and the 
building of the pioneer home, and it will also be an appropriate prepara- 
tion for the study of the community, which is to follow. Pilgrim Fol- 
lowers of the Gleam, by Katherine S. Hazeltine, and The Argonauts of 
Faith, by Basil Mathews, will be helpful to the teacher in working out 
the dramatization. Were the pupils cheerful and peaceable about how 
the " parts " were assigned?) 



[32] 



FIFTH MEETING 

A Generous Spirit 

Password: Keep Peace. 

To the Teacher: The aim of this meeting is to show that in early times 
people learned that generosity is one of God's laws, and to lead the 
pupils to manifest that spirit in their daily life. 

Materials Needed for This Meeting: Those needed for handwork to be 
continued from preceding meetings and for new handwork to be 
introduced in today's work period, the songs " The Dearest Spot 
on Earth," " Help and Smile" (club song), " My God, I Thank 
Thee," and " Have You Had a Kindness Shown " (in Worship and 
Song published by The Pilgrim Press), and materials for Pilgrim 
dramatization. 

Program 

1. Instruction: approximately 20 minutes 

2. Work Period: approximately 60 minutes 

3. Play Period: approximately 35 minutes 

4. Business: approximately 5 minutes 

1 Instruction 

If desired, the lesson may be presented first today. After the pass- 
words have been exchanged at the door, direct the pupils to their seats 
for the instruction period. 

a. Songs. " Have You Had a Kindness Shown, Pass it on " (first 

stanza) 
' The Dearest Spot on Earth " (first stanza) 
(Hold up the poster and say that we are going to discover another 
point which may be added to this poster.) 

b. Story. This may be told as a " guess who " story, if desired, 
leaving out the prophet's name. 

Elisha and Gehazi 

I want to tell you a story today about the prophet Elisha and his 
servant Gehazi. Elisha was sometimes called the man of God, for that 
was a name often given to the prophets in Israel. A prophet was a good 
friend who helped the people in time of trouble and a wise adviser who 
got his wisdom from God and tried to keep the people true to God. 

One day Naaman, a captain of the Syrian army, came with his 
horses, his chariots, and his servants and stood at the door of Elisha's 
house. Now Naaman was a leper; that is, he had the dread disease 
known as leprosy, of which he was slowly dying. His wife and friends 
were very sorry and wished he might be cured. Then a little girl who 

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worked in the home of the great captain said to her mistress, " If my 
master would go to Israel he would find a prophet there who could cure 
his leprosy." 

So Naaman went to Israel. First he went to the king; but the king 
could do nothing for him. Then the prophet Elisha heard that a great 
Syrian captain had come to the land of Israel seeking a man who could 
cure his leprosy. And Elisha sent word to the king, saying, " Send the 
captain to me." 

Thus it was that Naaman came to Elisha, with his servants and 
chariots and horses, in grand array. And Elisha cured him. Of course 
it was really God who cured Naaman, but God did it through Elisha. 

When Naaman saw that his flesh was all healed and well again, he 
was overjoyed and said to the prophet: 

" I pray thee, take a present from me." 

But Elisha said, 

11 As Jehovah liveth, before whom I stand, I will take nothing from 
thee." 

" Nay, but thou must," urged Naaman. " See what a great thing 
thou hast done for me. Take a present, I pray thee " ; and from his 
chariots he brought forth silver and gold and beautiful garments. But 
Elisha firmly refused them all. He wished to give his help to Naaman, 
not to sell it, and so would take nothing in return. 

As Naaman was about to depart he said, " Henceforth I will wor- 
ship the Lord Jehovah." As he turned to go, Elisha said, " Go in peace." 
Naaman and his retinue had not gone far when they turned and saw 
some one running after them. It was Gehazi, Elisha's servant. 

Now Gehazi had been present when the Syrian had called upon 
Elisha and had seen all that had happened and had heard Elisha refuse 
the presents. Gehazi's greedy eyes had seen the gold, the silver, and the 
costly garments, and his grasping fingers ached to get hold of them and 
to have them for his very own. Doubtless he wished he had been able 
to do what Elisha had done, so that Naaman could have offered him those 
gifts. He knew what he would have said had the captain asked him, 
" Wilt thou take a present for thy trouble? " He had seen Naaman put 
the gifts back into the chariot. " How foolish my master was! " he said 
to himself. Then Gehazi thought quickly. His eyes followed the 
chariots as they sped down the road, and when his master had gone 
into the house he ran as hard as he could run down the road in pursuit 
of the Syrians. 

Naaman saw him coming, stopped the chariots, and stepped out to 
meet him, asking, " Is all well? " " All is well," said Gehazi. " My 
master hath sent me, saying, ' Behold two young men have come to me 
from the hill country of Ephraim. I pray thee, give them one talent of 
silver and two changes of clothing.' " 

" Be pleased to take two talents," said the grateful captain, who 
would do anything for the man who had done so much for him. So he 

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tied up two talents of silver in two bags with changes of clothing and 
sent two of his servants to help Gehazi carry them to Elisha's house. 

When they came to the hill which was near the house, Gehazi took 
the bags in his own hands and carried them the rest of the way him- 
self. The other servants went back to their chariots and Gehazi cau- 
tiously hid his treasures in the house. 

Then he went and stood before Elisha. The man of God looked at 
his servant and asked, " Whence comest thou, Gehazi? " Which is 
another way of saying, " Where have you been, Gehazi? " 

And Gehazi replied, " Thy servant hath been nowhere." 

" Did I not know," said Elisha, " when the man turned from his 
chariot to meet thee? Is this a time to accept money and garments? 
The leprosy which Naaman had shall come upon thee." And Gehazi 
went out from his presence a leper. 

(Ask: What reward did Elisha get for curing Naaman? What kind 
of spirit did he show? What kind of spirit did Gehazi show? Which 
would you rather be like?) 

c. (The story of the Widow's Mite might also be told briefly. Point 
out that a generous spirit is worth, more than the gift itself.) "The 
Lord loveth a cheerful giver." 

d. Conversation. Who has the real Christmas spirit, one who keeps 
his eyes open to see how much he is going to get, or one who is more in- 
terested in giving Christmas cheer to others, and is glad for what is 
given him, no matter how little it is? 

Would you like to have a friend give you a Christmas present just 
because he wanted to get one in return? Suppose you were invited to 
a birthday party. If you took a present just because you thought 
everybody else was going to, would that be a true gift? 

But giving gifts is not the only way to show a generous spirit. 
Which person do you think is more respected, one who thinks only about 
getting his share or one who tries to see that others get their full share? 

e. Story 

The Forgiving Indian 1 

The story is told that in the early days of our country, when white 
men were just beginning to make their homes here, an Indian came one 
day to the home of an English gentleman and asked for food. 

" I have no food to give you," said the Englishman. 

11 Can you, then, give me a little corn? " asked the Indian. But he 
was again refused. 

He then asked for a drink of water, whereupon the Englishman 
exclaimed, " Begone, you Indian dog. You can have nothing here." 
The Indian gave the man a steady, searching look, then turned and 
walked away. 

Shortly after this, the Englishman, who was very fond of hunting, 

1 Based on story in Cowdery's Primary Moral Lessons, now out of print. 

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THE JUNIOR CITIZEN 

lost his way in the woods. After wandering around for some time, he 
came upon an Indian hut at which he stopped and inquired as to which 
way he should go. The Indian asked him in, gave him supper, and 
persuaded him to stay all night, as he was a long way from home. Then, 
in the morning, this Indian in company with another Indian, offered to 
guide the man to his home. They walked steadily ahead, leading, while 
the other followed. 

At length they drew near to the white settlement, and the Indian 
who had been so hospitable the night before turned and faced the white 
man, saying, " Do you know me? " "I have seen you," replied the man. 
" Yes," said the Indian, " you have seen me at your own door. When 
an Indian calls on you again, hungry and thirsty, do not say, ' Begone, 
you Indian dog.' " 

Discuss how one may show a generous spirit at home. Let the 
children make suggestions. Following are some which may be included: 

Be glad when brothers and sisters have something new. 

Be glad when others are praised. 

When dividing be more anxious to give others their full share than 
to have enough yourself. 

When having a special treat save some for those who are not at 
home. 

Forgive when offended. (If this lesson is used during the Christmas 
season, seasonal applications should be made.) 

/. A poem 

THE USE OF FLOWERS 

God might have bade the earth bring forth 

Enough for great and small, 
The oak-tree and the cedar-tree, 

Without a flower at all. 

We might have had enough, enough 

For every want of ours, 
For luxury, medicine, and for toil, 

And yet have had no flowers. 

The ore within the mountain mine 

Requireth none to grow; 
Nor doth it need the lotus-flower 

To make the river flow. 

The clouds might give abundant rain, 

The nightly dews might fall, 
And the herb that keepeth life in man 

Might yet have drunk them all. 

Then, wherefore, wherefore were they made, 

All dyed with rainbow light, 
All fashioned with supremest grace, 

Upspringing day and night; 

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Springing in valleys green and low, 

And on the mountains high, 
And in the silent wilderness 

Where no man passes by? 

Our outward life requires them not — 

Then wherefore had they birth? 
To minister delight to man, 

To beautify the earth; 

To comfort man — to whisper hope, 

Whene'er his faith is dim; 
For who so careth for the flowers 

Will much more care for him. 

— Mary Howitt. 

g. Song, " My God, I Thank Thee," in Worship and Song. 

2 Work Period 

Let the children manifest a generous spirit by making articles for 
mothers or for use of the family as a whole, choosing from the following 
suggestions: 

Paper Beads. Materials: Colored wrapping-paper and magazine 
pictures, glue, shellac. Tools: Scissors, rulers, pencils, steel knitting- 
needles or hatpins, brush for shellac. 

Colored pictures cut from magazines and colored paper make up 
into very pretty beads. Choose paper not too stiff and heavy, as such 
paper does not roll well. Figure 9 shows how to mark the paper for 
cutting, each piece being six inches long and one inch wide at one end 
and tapering to a point at the other end. These pieces should be marked 
carefully, so that the point is exactly opposite the middle of the one-inch 
end, to make the finished bead symmetrical. It would be wise to have 
the papers marked off ready to cut before the club meeting, as this re- 
quires time and care. 

Beginning at the one-inch end of a strip, roll it tightly around a 
steel knitting-needle or a hatpin, glue the point down securely and slip 
the bead off. String on a double thread and shellac. A glass bead 
might be put between each paper bead when stringing. 

Flower Pots. Materials: Tin cans, paint, paper, shellac. Tools: 
Hammers, pencils, paint-brushes. Any kind of tin can may be used 
for these flower-pots, but the low, wide cans make up more attractively 
than the tall ones. Cans having covers that are pried off are best, 
because of the finished edges. If cans are used that have the tops cut 
out, pound down the sharp edges with a hammer, being careful not to 
pound the can out of shape. 

Be sure the can is free from grease before painting, as paint will not 
adhere to greasy tin. Paint with enamel or with house paint. When 
dry, a simple border may be put on with paint of another color, or a 
border design may be worked out in colored paper carefully glued on 

[37] 



THE JUNIOR CITIZEN 

and covered with shellac when dry. Figure 10 gives a few border 
suggestions. 

To make the border, cut a strip of paper just long enough to fit 
around the can. Divide this paper into the desired number of parts by 
folding in half, in half again, and so on, and work out a simple design. 
If the border is to be painted on, hold the paper pattern around the can 
just below the place to be painted, and use it as a gauge in marking the 
design on the can. A pointed brush with the point cut off, or a regular 
lettering brush should be used for border work. 

Bonbon dishes may also be made from tin cans. For these, choose 
cans with covers that fit on. Paint the outside and decorate the cover 
with a painted design in the center, or cut an appropriate colored design 
from a magazine and glue it in place. The paper decoration should be 
covered with shellac when dry. Cut a circular piece of white tissue- 
paper to use as a lining for the dish, and fringe it around the edge. 

Painted Pin Trays. Materials: Covers that pry out of cans, and 
paint. Tools: Paint-brushes. Paint the covers with white or cream 
enamel or house paint, and when dry paint or glue on a simple design. 

Painted Spice Jars: Instant Postum containers may be painted for 
use as spice jars. Either paint on the names of spices or apply gummed 
stickers. 

Care of Paint- Brushes. After using paint-brushes, wipe off as much 
paint as possible with a newspaper, then clean with turpentine or kero- 
sene. Small brushes may be cleaned with soap and water. 

Match-box: Use a small cocoa can for this match-box. Cut an 
opening in one side of the can as in figure 11. This opening should first 
be marked out with pencil. Punch a hole for fastening the box to the 
wall, and paint the can. A container for burned matches may be made 
from another can. 

Carrot Hanging Basket: Select a long, plump carrot, and cut off the 
end about four inches from the top. Scoop out the inside, being careful 
not to injure the parts from which the leaves grow. Fasten strings to 
the carrot so it will hang upside down. Keep filled with water, and 
soon the leaves will appear and grow upward,, forming a beautiful hanging 
basket. . 

Sugar Scoop: Select a tall tin can and cut a piece of paper as long 
as the circumference of the can and as wide as the height of the can. 
Fold the two ends together and crease. Draw on the paper the pattern 
as per figure 12, and cut it out. Hold the pattern around the can, hav- 
ing the seam in the can come at A, which will be the center of the front 
of the scoop, and mark the pattern on the can with a pencil. Cut the 
tin on the pencil line with old shears. 

From the discarded tin, cut a straight piece 3£ x f inches for a 
handle. With pliers turn each end of the strip to a right angle one-half 
inch from the end; solder the handle in place. Figure 13 will show the 
finished scoop. 

[38] 



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General Directions for Soldering: To prepare acid : Buy one ounce of 
muriatic acid (not chemically pure) and add to it as many zinc scraps as 
the acid will dissolve. Add four parts water to one part acid. (Caution : 
Pour water into acid very slowly.) A stick with a small piece of cloth 
wound around one end may be used for applying the acid. Good solder- 
ing acid might be bought from a tinsmith. Commercial acid does not 
usually give good results. 

To Tin Soldering Iron: File down the entire point until smooth 
and bright on all sides. Heat the iron to about the heat of a flatiron 
(not to red heat) and brush lightly with acid. Wipe off on a wet cloth. 
The point will now be shiny, bright and smooth, with a coating of solder. 
This process is called tinning. The secret of good soldering lies in hav- 
ing the point always well tinned. Heating the iron too hot will burn 
off this tinning, in which case the entire process must be repeated. 

To Solder: Have all surfaces free from grease and dirt. Brush the 
spots to be soldered with acid. Arrange the article so that it will rest 
firmly with the two surfaces to be soldered in contact. Heat the iron, 
take up a drop of solder on the point, and apply to the parts to be soldered 
together. The solder will run around and between the parts, following 
the acid and the heat. Heat the iron from time to time as necessary, 
always being careful not to heat it hot enough to burn the tinning off. 
Do not use too much solder — a little is usually sufficient. A little 
experience will show how best to handle the solder with smoothest re- 
sults. 

You will not be able to make all of these articles ; but if you can have 
materials for several and can let the boys and girls choose which they 
will make, the work will more completely carry out the spirit of the 
lesson. Only a part of this hour needs to be spent on this particular 
gift work. The rest of the time may be devoted to the work on the 
houses. If the painting of tin cans is undertaken, put on the foundation 
color today, as that needs to dry before the decorating is done. 

3 Play Period 

Continue the dramatization of the story of the Pilgrims, acting 
scenes three and four at this meeting. (See fourth meeting.) 

4 Business 

As at other meetings. Add the rule BE GENEROUS to the home 
poster. Don't forget to collect the pictures of a happy family, suggested 
at the second meeting. Sing the club song, " Help and Smile." Record 
the attendance and have the president give out the password, which 
you will find at the beginning of the sixth meeting. 



[39 



SIXTH MEETING 

Being Thoughtful 

Password: G-E-N-E-R-O-U-S. 

To the Teacher: The aim this week is to develop thoughtfulness because 
that, too, is one of God's laws for a beautiful home. 

Materials Needed for This Meeting: Those required for handwork con- 
tinued from preceding meetings. In addition, the cardboard for 
poster (used also at the second meeting), blackboard, the picture 
of " Washington and His Mother." 

Program 

1. Instruction: approximately 20 minutes 

2. Business: approximately 5 minutes 

3. Work Period: approximately 60 minutes 

4. Play Period: approximately 35 minutes 

1 Instruction 

a. Conversation 

(Present the poster and review the topics. The final rule, BE 
THOUGHTFUL, will be added to the temporary poster this week, and 
it will now be time for the committee to choose the picture for the per- 
manent poster and print on the rules for a good home. This may be 
done during today's work period.) 

b. Story 

The Last Supper 

, Most of you have heard about Jesus' twelve special friends who 
helped him in his work. We call them his twelve disciples. They went 
from village to village with Jesus, while he told the people about God 
and how they should live; and they saw him heal many who were sick 
or lame or blind. Jesus was very anxious that these twelve helpers 
should be prepared to carry on his work after his death, for he knew that 
he would not always be here himself, and that he would have to depend 
upon his disciples to keep on telling the people in different places what 
things were right to do and how they could obey God's will. Of course, 
if these disciples were to help others to follow Jesus sometime, they 
themselves must first learn how to be true followers. 

Some of you have read the stories of King Arthur and you know that 
when a man became a knight he had to take certain vows. Now there 
were certain ways in which Jesus wanted his disciples to act, which were 

[40] 



THE JUNIOR CITIZEN 

very similar to the rules of King Arthur's Round Table. But he did not 
give them the requirements all at once; instead, he hoped that as they 
traveled with him, and camped with him, and worked with him, they 
would learn something each day. 

He had different ways of teaching his disciples what they needed to 
know. Sometimes he talked with them. Sometimes he just did some- 
thing which showed them a standard of discipleship. 

I am going to tell you of one of those times when Jesus taught them 
something by acting instead of talking. That is, he did something first. 
Afterwards he said something. It was near the end of Jesus' life. In 
fact, it was the last time he had supper with his twelve disciples. 

They did not know that it was to be his last supper with them, but 
he seemed to know it. They had met in an upper room of a certain 
house and were gathering around the table when the question came up 
as to where each should sit. The seat nearest to Jesus would be the seat 
of honor, and an argument arose about which one of them was the most 
deserving of that honor. 

Jesus heard what they were saying, and felt that they were not yet 
thoroughly initiated as disciples. From what they said he saw that they 
were quite mistaken in their ideas of what makes a man great enough to 
have a seat of honor. 

Now in that country, when a guest arrived at a home it was custom- 
ary for a servant to bring a basin of water and a towel, and bathe the 
visitor's feet. That seems a strange custom to us, but those people 
wore sandals and, as the roads were hot and dusty, the traveler's feet 
would get very tired. 

Now when Jesus heard his disciples arguing about who was greatest 
he listened for a while and then he did something. He took a basin of 
water and a towel and went around and bathed the feet of each one of 
the disciples. They were quite surprised and they were ashamed that 
they had not thought of doing that for him. 

One of them, Peter, said, " Thou shalt never wash my feet." But 
Jesus said, " Whosoever would be first among you, shall be the servant 
of all." 

And quick as a flash the disciples realized that while they had been 
arguing about who was the greatest, they might have been showing 
themselves great by making Jesus, and each other, comfortable. 

c. Conversation (continued) 

Jesus performed that act to show one of the requirements of being 
his disciple. (Ask, Can you state that requirement in two words? 
Try to lead to BE THOUGHTFUL as the lesson Jesus taught. State 
that we really would not think a man very great if he did not do things 
for others.) 

d. Story 

[41] 



THE JUNIOR CITIZEN 

George Washington and His Mother 

When George Washington was a young boy he wanted to go to sea 
as a sailor. He became acquainted with the captain of a vessel and 
went to him and asked for work on his ship. The captain hired him, 
and George was delighted. His mother, however, did not wish him to 
become a sailor and felt very sad about his leaving home. 

But George was quite satisfied with his plans. He packed his sea 
chest with such clothing and treasures as he wished to take with him, 
and when the day came on which the vessel was to sail for some far-away 
port, George carried his chest down to the wharf and aboard the vessel. 
Then he remembered how his mother had looked when he said good-bye. 
He realized that she was disappointed in him and that while his sea 
voyage was to be a great pleasure to him, his mother would be unhappy 
all the time he was gone. Then he made a sudden decision. Instead of 
going on the ship he went home, and told his mother that he had changed 
his plans and would stay at home as she wished him to do. 

e. Conversation (continued). Which do you think was worth more, 
the sea voyage, or being thoughtful of his mother? 

(Show the picture of Washington and his Mother and discuss it.) 

How can boys and girls today be thoughtful of their mothers? Ask 
them to suggest ways, such as 

a. Hanging up caps and coats. 

b. Putting away books and games. 

c. Taking off rubbers before going into the house. 

d. Planning birthday surprises for her. 

e. Doing errands and chores cheerfully. 
/. Being on time for meals. 

g. Behaving well when away from home. 

Most of these points apply to thoughtfulness toward fathers also, 
and a few more might be added. 

Of whom else should we be thoughtful? (Consider elderly people 
and the blind and the lame. Bring out the point that showing respect 
for those who are older, even if they are well and strong, is one way. 
List ways of showing respect for those who are older. 

(Ask: If your next-door neighbor were seriously ill, what would you 
do about playing? Bring out that it is a nice thing for children to be 
thoughtful at such times, and state that one might choose only games 
that are quiet so as not to disturb the one who is sick.) You know 
people really ought to love to have children in their neighborhood, and 
children can have plenty of fun without making themselves a nuisance. 

How may Junior boys and girls be thoughtful of younger brothers 
and sisters? Add the rule, BE THOUGHTFUL, to the poster. 

[42] 



THE JUNIOR CITIZEN 

2 Business 

Collect pictures of a happy home, and in addition announce that 
next week there will be a surprise (a new club). Sing the club song and 
than proceed with the handwork. 

3 Work Period 

The handwork of these first six meetings should be entirely finished 
today. If it is not, take an extra session to finish it up before beginning 
the " Community " lessons. The doll house and scrapbooks need not 
be given away until lesson 8. The " home " gifts should be disposed 
of now. Some samples of gifts may be saved for the exhibit (twenty- 
sixth meeting.) 

4 Play Period 

Continue the Pilgrim dramatization, making this a final presenta- 
tion of the parts practised at preceding meetings. Have the president 
give out the password for next week. 



43 



TOPIC II 

OUR COMMUNITY 

SEVENTH MEETING 

A Helpful Town 

Password: Ready Helper. 

To the Teacher: The aim in this lesson is (1) to show that towns and 
cities are based upon the law of helpfulness, and that we have them 
because people find that there are advantages for all in being thus 
organized; (2) to create interest in the local town by suggesting 
our debt to the past and by making observations as to its present 
helpfulness. This is a preparatory lesson for the group of lessons 
on helpfulness in the community. In subsequent lessons of this 
group we shall study in detail what makes one a helpful citizen of a 
town. 

Two alternative programs, A and B, are offered for this week's 
session. Program A includes observation trips around the town. The 
length of time needed for these trips and the day on which they are taken 
will depend upon local plans. They are, however, an important feature 
of the course. If no more than one hour is needed for them, the second 
hour of this session may be devoted to them. If this meeting takes 
place on Saturday morning, the morning session may be limited to one 
hour and the trips be taken in the afternoon of the same day. If some 
other than the regular day is necessary for the trips, then the second 
program given should be followed. In case it is not at all possible to 
include the actual observation feature of the program, provision is made 
in the instruction suggestions below for an imaginary trip. Throughout 
this group of lessons the community is referred to as a town. If the 
local group lives in a city or village, the leader can readily substitute the 
appropriate term. 

Materials Needed for This Meeting: Blackboard, a Christian flag, type- 
written copies of the song, " Neighbor Mine," and, if the second 
program is followed, the materials required for the work period 
suggestions. 

Program A 

1. Instruction: 1 hour 

2. Observation Trips: 1 hour, or more 

Program B 

1. Instruction and Business: 60 minutes 

2. Play Period: 40 minutes 

3. Work Period: 20 minutes 

[44] 



THE JUNIOR CITIZEN 

PROGRAM A 
1 Instruction 

How Towns Grow 

We live in the town of . But this town was not always here. 

It was built up. Suppose you were a band of pioneers going into an 
undeveloped region to start a new settlement. What would you have to 
do first? What buildings would you erect first? What next? The 
usual development may be illustrated by suggesting a farmer settling in 
a new locality, taking up land, and building his house. Other families 
come. Then somebody sees an opportunity for business, so perhaps a 
store is opened up. This is followed by other lines of business for which 
there is a need. Then somebody realizes that they need a church, so a 
group of people band together and build one and ask a minister to come. 

In time, a great many families have taken up their homes in that 
region and they realize that they need to be banded together to get some 
advantages which one person alone cannot get for himself. For instance, 
the parents want their children to know something; therefore, the people 
band together and build a schoolhouse and start a school for everybody. 
That makes it possible for all the children of a large family, even if they 
are poor, to go to the same school, have the same teachers, and the same 
lessons as an only child in some other family, for the expense of maintain- 
ing the school is divided fairly. There are other advantages, too, in 
having a town government. One is that it makes it possible to have a 
good fire department, and that makes the people's property safer. It 
sometimes happens that the trees of a certain district are attacked by a 
destructive insect, and it is much more possible to get rid of the enemy 
if the town government takes charge of it than it is if the work is left to 
each landowner to do of his own accord and in his own way. 

Even to have good roads and sidewalks requires that the people 
band together and have some form of government. They would have a 
hard time getting downtown after a heavy snowstorm or getting supplies 
delivered at their homes if the town government did not send a snow-plow 
around. 

There is another reason, too, why early settlers band together. 
They realize that each family has rights, and that there are some people 
in the community who will not be fair to the others unless compelled. 
By having a government they can make laws or rules which will be a 
help to everybody. They establish these laws in order to make the 
town a good one in which to live. After a while, some of the towns grow 
so large and have so much business that they become cities. 

The Pilgrims at Plymouth 

The Pilgrims, when they settled at Plymouth, realized very early 
that they needed to band together in order to get along well. Do you 
remember how soon they organized a form of government for them- 

[45] 



THE JUNIOR CITIZEN 

selves? Even before their homes were built on the New England shore 
they drew up the Mayflower Compact, in which they organized to work 
together for the advancement of their Christian faith and the honor of 
the king and country. (Show the children the original form of the cove- 
nant, which follows) : 

The Mayflower Compact 

In ye name of God Amen. We whofe names are under- 
writen, the loyall fubjects of our dread foveraigne lord King 
James, by ye grace of God, of great Britaine, Franc, & Ireland 
king, defender of ye faith, &c. 

Haveing undertaken, for y e glorie of God, and advance- 
mente of ye chriftian faith and honour of our king & countrie, 
a voyage to plant ye firft colonie in ye Northern parts of Vir- 
ginia. Doe by thefe prefents folemnly & mutualy in ye prefence 
of God, and one of another; covenant, & combine ourf elves 
togeather into a civill body politick; for our better ordering, & 
prefervation & furtherance of ye ends aforesaid ; and by vertue 
hearof to enacte, conftitute, and frame fhuch juft & equall 
lawes, ordinances, Acts, conftitutions, & offices, from time to 
time, as fhall be thought moft meete & convenient for ye generall 
good of ye Colonie ; unto which we promife all due submifnon 
and obedience. In witnes whereof we have hereunder fub- 
fcribed our names at Cap-Codd ye .11. of November, in ye 
year of ye raigne of our foveraigne lord king James of England, 
France, & Ireland ye eighteenth and of Scotland ye fiftie 
fourth, Ano Dom. 1620. 

You see, they knew .that they must have some rules and regulations in 
order to make their colony a success. If each Pilgrim had just gone his 
own way and thought only of himself, we can all understand that the 
colony would not have developed as it did. One man alone cannot do 
much for himself; he needs the help of others. 

A Bit of Local History 
How did our town start, how old is it, who were its first settlers, 
and how did it grow to be as it is today? Those are questions which I 
want you to help me answer. (The leader should at this point give a 
brief history of the local community, using information which the chil- 
dren have. Make it a cooperative story.) 

The Most Helpful Town the Best Town 

Ask, Why do people move from one town to another? (Point out 
the expectation of better opportunities, which is another way of saying 
that some towns are more helpful than others.) I wonder if our town 
is a helpful one. (Suggest that the group take an imaginary trip and 

[46] 



THE JUNIOR CITIZEN 

have the children mention, while you write on the blackboard, helpful 
workers they would see in the town. Include storekeepers, policemen, 
firemen, street workers, factory workers, teamsters, car men, postmen, 
nurses, doctors, teachers, ministers, librarians, bankers, and others, and 
any helpful organizations such as churches, hospitals, associated chari- 
ties, Y. M. C. A. Follow this with a question as to what the government 
does that is helpful to the people. The work of the different officials 
should be considered. This discussion will depend upon local condi- 
tions.) How would you like to build a model of a helpful town? (Show 
patterns in the back of this book.) 

A New Club 

For several weeks we are to study how the citizens of (your 

town) can make this a good town in which to live. We are to have a 
government on a small scale with town officers, and the business of the 
town will be the business of running these meetings. (If the children 
live in a city, organize a city instead of a town.) What shall we choose 
for a name? Here are some suggestions: The Junior City, The Junior 
Township, The Junior Civic League, Junior Citizens. We must also 
choose our work and officers. 

(This organization should be effected by the vote of the children, 
and its activities should be decided upon by their vote as far as possible, 
although the teacher will make suggestions and guide them. There are 
four lines of activity which would naturally be the responsibility of this 
club: (1) the construction of the model of a helpful town, (2) the in- 
vestigation of helpfulness in the actual city, (3) acts of helpfulness in 
the city on the part .of the members of the club, (4) direction of the 
affairs of the club. The latter would be an experience in self-government. 
Suggest this work to the children and then say that we shall have in our 
Junior town such officers as we need for our work, but we will try to 
pattern after our local government as far as is possible.) 

What shall we include in our model? What official will have charge 
of our schools? What shall we call the officer who plans our playground, 
the one who lays out the streets? (A street department, represented by 
one or more pupils, will lay out the streets. A park department will be 
responsible for the playground and the common, if the latter is included. 
A school department will decide how many school buildings are desirable 
and be responsible for constructing them. A building commissioner, or 
commissioners, can grant permits to those who wish to put up buildings. 
Individuals may petition the building department for permits to erect 
houses, stores, a church and other buildings. A purchasing agent can 
cooperate with the teacher in procuring the supplies necessary for the 
work of the club, reporting expenditures at the meetings. A moderator 
will conduct a business meeting each week. A clerk will take care of the 
records, including the minutes of these meetings, a record of the work 
done, reports and a registry of the citizens, and will post. notices of the 

[ 47 ] 



THE JUNIOR CITIZEN 

meetings or send them in for the church calendar. Now elect the 
officers.) 

For investigating helpfulness in our town and for planning ways by 
which we may show helpfulness, we shall need scouting committees. 
(It should be arranged that every child serve on one of these scouting 
committees.) The scouts are to scour the community in search of help- 
ful work that is being done, and opportunities for boys and girls to help, 
upon which they will report. This activity will involve trips to dif- 
ferent parts of the city under leadership. Send different groups to 
different places. For instance, one group may investigate the com- 
munity water supply ; another, the parks or any work done by the park 
department. A third group may find out what its board of health does; 
another, the fire department, and this latter group may also report on 
helpful service of the police department. One of the groups may report 
on the number of schools. These are only suggested divisions and more 
than one sphere of investigation may be assigned to one group. For 
instance, the group reporting on the schools may be combined with the 
one investigating the fire department. The local leader will make such 
assignments as are fitting in that community. Helpful organizations in 
addition to government agencies should be observed. The teacher will 
make previous arrangements with those in charge of any places to be 
visited. Hospitals, Y. M. C. A. buildings, associated charities' office, 
churches, banks, doctors' signs, factories, and post-office will be noticed. 
A factory should be visited, and some other buildings. It may not be 
possible to go into all the places one would like to visit, but some can 
be observed from the outside and their work considered. These scouting 
committees should be numbered, as, scouting committee number one, 
scouting committee number two, and others.) 

(Tell the following story) : 

Little Athens* Message i 

Little Athens lived in a small American city. I am sure you have 
wondered if Little Athens really, truly was a child born in the Greek 
city of that name. You will have to guess at the strange story of how 
he and his father, alone now, came to make their home in this pleasant 
place. You Jmow, however, a town of not many thousand people is 
large enough to support one business of blocking hats. Since they lived 
in the neat coachman's house in the rear of Miss Grace's premises, the 
father considered they were " comfortably fixed " with this fairly definite 
bread-and-butter arrangement of life. 

Miss Grace had helped Little Athens in speaking English. She 
found him so well prepared in arithmetic, geography and history that he 
was equal to those of the upper grammar grades. In history he was 
happiest, for to him this subject was a fascinating story of the people 

» By Anna Doan Stephens. Abridged. Copyright by The Peace Association of Friends in America. 
Used by permission. 

[48] 



THE JUNIOR CITIZEN 

who lived in neighborhoods, one to another, all around the earth. When 
his turn came to recite in Greek mythology or history, his English flowed 
easily, as he told of this great hero or that, of the time when their con- 
quests were mighty in the earth. 

Here was a chance to help Little Athens overcome timidity about 
his broken English! The teacher assigned as his work for the next lesson 
a talk to the class about Greece. " Of the Old Greece, Miss Ward? " 
" Of the Greece you care most for. Tell us the best thing you know of 
your country." Little Athens fairly beamed. 

After school each day he was busy caring for the lawn and running 
errands for Miss Grace and her mother. Then, for one happy hour before 
bedtime, with their little prints and few books, the father and son took 
wonderful trips through poetry, pictures, and stories, back to old Athens. 
Tonight the father began in the pure Greek they always used together, 
11 Son, I have wished as you grew older to tell you a message from your 
country. I have waited until you can appreciate it." They talked 
together long. After he had gone to bed Little Athens repeated to him- 
self the message which had come to him from his country. 

The next day Miss Ward called for his assignment in history. The 
boy arose before his class. " Boys and girls, I thought yesterday of how 
happy I would be today, for I could tell you of some great warrior or 
grand conquest in the old land of my birth. WheneverT do, I think I 
help us forget I am a Greek immigrant and that you are all trying to 
help me. I think you may admire in the greatness of my country of the 
past some of the power of war which you like so much in your American 
heroes. I think I can help us forget I am ' Little Athens ' and came over 
steerage, and help us to think I am just another boy whose country was 
once grand and powerful too. But Miss Ward asked for the best I 
knew from Greece, so I give you this message of which I am growing 
more proud every hour. 

" In Athens, long ago, boys were taught when they became my age, 
a pledge. They said it each day, believed in and tried to live by the vow. 
Fathers taught their sons, who, growing up, gave it in turn to their own 
boys. Each helped make the pledge true until Athens became ' Athens, 
the Beautiful.' 

" ' Pledge of the Athenian Youths » " 

1 We will never bring disgrace to this our city, by any act of dis- 
honesty or cowardice, nor ever desert our comrades; we will fight for the 
ideals and sacred things of the city, both alone and with many; we will 
revere and obey the city laws, and do our best to incite a like respect 
and reverence in others; we will strive unceasingly to quicken the pub- 
lic's sense of civic duty; that thus in all these ways, we may transmit 
this city, greater, better, and more beautiful than it was transmitted to 
us,' 

[49] 



THE JUNIOR CITIZEN 

11 I am away from Greece. My country of father's books and stories 
does not live today. But I wish to do the best my land has taught her 
sons. You are my friends, this my state and here is my own city. So 
every day like a Greek youth true to his own Athens, I will say this 
pledge for Junction City." With head high he began — " I will never 
bring disgrace to this our city by any act of dishonesty or cowardice," — 
slowly and clearly he continued, closing — " And I, Little Athens, may 
help ' to transmit this city, greater, better, more beautiful than it was 
transmitted to us.' Miss Ward, this is the best I have learned from 
Greece." 

The children sat silent a minute. Miss Ward was not thinking of 
their charge's English. One of the boys began — " O Miss Ward, may 
he teach it to us? " A girl continued, " And it's for girls too, isn't it? " 
With Little Athens' dictation it was written on the board. Now, the 
pupils of this school had an organization with duly elected officers. 
They were installed that week, and the president's address, much to the 
surprise of the Greek lad, told of the Athenian pledge. A motion was 
carried that it be taken for their motto. 

After school two of the biggest boys caught Little Athens, put him 
on the shoulders of a crowd, and they carried him down the street. 
11 Nine Rahs for Little Athens " rent the air. 

Surely the little Greek heathen was at home in their — yes, in his 
city. 

The Christian Flag Salute 

The Greek boy's pledge made him a helpful member of his city. 
We, too, have a pledge which, if lived up to, will make us helpful citi- 
zens of . . . (Call for the Christian flag salute: 

' ' I pledge allegiance to my flag, and to the Saviour for whose king- 
dom it stands, one brotherhood, uniting all mankind in service and love." 

Question about the meaning of " service and love.") Service means 
helping. Then the salute calls for loving helpfulness. A helpful com- 
munity lives up to the Christian flag salute. (Now have another scout- 
ing committee appointed to consult the pastor, a doctor, associated chari- 
ties' secretary, teachers and parents for names of individuals whom this 
" town " may help. The teacher should previously enlist the coopera- 
tion of persons to be consulted.) 

2 Observation Trips 

The scouting trips may be taken during the remainder of the session 
or some special time may be planned for them. The leader of the club 
or one of the assistants should accompany each group. The trips should 
be made as pleasurable as possible. Where the groups have to cover 
considerable area an effort should be made to procure automobiles for 
them. Each committee should be instructed to report at the next town 
meeting. 

[50] 



THE JUNIOR CITIZEN 

PROGRAM B 

1 Instruction 

As under Al, unless the scouting work is to be omitted. In that 
case, suggestions concerning that part of the work will be eliminated 
and more emphasis laid upon the imaginary trip suggested in the para- 
graph, " The Most Helpful Town the Best Town." 

2 Play Period 

If scouting or observation trips are not undertaken today, active 
games should follow this instruction period. " Going to Jerusalem," 
" Fruit Basket," " Spin the Cover," " Ring Toss," or games with bean 
bags may be chosen. Also, give out copies of the words of the following 
song to be used as a club song during the community lessons: 

NEIGHBOR MINE! 







^EES 



m 



m 



1. There are barrels in the hallways, Neighbor mine,neighbor mine; Pray be 

2. Look! whene'er you drop a paper, Neighbor mine,neighbor mine; In the 

3. Paper - cans were made for papers, Neighbor mine,neighbor mine; Let's not 

4- 



i§ 



-=: 



^ 



mindful of them always, Neighbor mine. If you're not devoid of feeling, Quickly 
wind it cuts a caper, Neighbor mine. Down the street it madly courses, And should 
have this fact escape us, Neighbor mine. And if you will lend a hand, Soon our 






±z 



M 



— t 




to those barrels stealing,Throw in each ba-na-na peeling, Neighbor mine 
fill you with remorses When you see it scares the horses, Neighbor mine 
ci-ty dear shall stand As the cleanest in theland, Neighbor mine 



^E^=E*E=i 



^ 



m 



Words by Frances Gulick Jewett. 

From Town and City, published by Ginn and Co. 



5i 



THE JUNIOR CITIZEN 

3 Work Period 

If the second program is followed there will be about forty minutes 
for work. Begin work on the community model. This work is not 
difficult, but requires careful planning. The teacher, or teachers, should 
make the model first so that they may know thoroughly all the details. 
The planning of this work depends upon the size of the group. This 
will be a busy time for the building commissioner and also for the park 
department, for the former will have to grant permits to those who wish 
to " erect " houses, and the park department will need to plan the streets, 
the playground and the common. More than one pupil can work on 
each building. For instance, in making the engine house, one may con- 
struct the " body " of the house, another the roof, another the cupola. 

If your group is so large that they cannot all work on this model 
at the same time, some may begin work on gifts suggested in the Eighth 
Meeting, pages 58-61. 

Directions for Making the Model Community 

Materials: Heavy colored papers or heavy wrapping-paper, paper 
for patterns (which should be prepared by the teacher in advance), 
cardboard, plain green wall-paper, brown paper for streets, crayons or 
watercolors, glue, twigs, sponge colored green, round pill-box, half of 
small rubber ball, short hatpins, pins. Tools: Rulers, pencils, scissors, 
compass, right-angle triangle. 

The table on which the model community is to be set up should 
have a dark green cover. The wrong side of a roll of inexpensive wall- 
paper will do for this. The streets may be made of strips of brown 
wrapping-paper glued in place on the green paper foundation. 

Each building, when finished, should be glued to. a piece of heavy 
cardboard the exact size of the building If there is a piazza or entrance 
to the building, the cardboard should be cut to include that also. The 
weight of the cardboard will hold the building in place without gluing 
to the green foundation, which makes it possible to pack the community 
away when not in use. The green foundation, with the streets glued on, 
may be carefully rolled up. 

Make the buildings of heavy colored papers, with doors, windows, 
and trimmings put on with crayons or watercolors. Heavy wrapping- 
paper may be used, in which case the whole building must be painted. 
The roofs should be of green, gray or red paper. 

Working patterns and detailed directions for each building are given 
in the back of this book. Figure 14 (pattern supplement in the back of 
the book) gives the general form of the buildings, whether rectangular or 
square. In making the patterns for the buildings, draw each pattern 
in the form of figure 14, using dimensions given under A, B, C, and D 
for the particular building which is being drawm. When a building has 
a flat roof, omit the triangle D in 'figure 14, and put a tab in its place 
for gluing to the roof. In making the patterns for the square roofs and 

[52] 



THE JUNIOR CITIZEN 

the spires, figure 15, first draw a circle of the given diameter, draw the 
radius S-S', then mark off with a compass the chords S'-S' of the given 
length. Draw the chords and put in the dotted lines S-S' for folding. 
The patterns for details are made by enlarging the small illustrations 
(figures 16-26) to the correct size. This is simply a matter of measuring 
and drawing right angles. In all the drawings the dot-and-dash lines 
are construction lines and the dotted lines are for folding. 

A variety of private houses may be made from the square and rec- 
tangular foundations by varying the color and by the use of piazzas and 
one or more dormer windows. Other buildings may be constructed by 
combining different patterns; for instance, a Y. M. C. A. from the en- 
gine house, with a gymnasium ell made from the wing of the library; 
a tenement house from the post-office, with a piazza for each of the 
floors. 

Benches for the park, or common, may be made of paper; flower- 
beds, from tiny artificial or paper flowers fastened to a cardboard foun- 
dation of the desired shape; drinking fountains and monuments, from 
modeling clay; a fountain for the front court of the school, from half 
of a round pill-box; flag poles, from short hatpins; tiny flags, from 
paper or thin cloth colored with crayons; trees, from twigs of the proper 
size and shapes to which are fastened bits of sponge which have been 
colored green. For street signs, fold a slip of paper to a right angle, 
print the name of a street on each end, run a long pin down through the 
fold, and stick the pin in the table at the proper place. Apparatus for 
the playground may be easily fashioned from cardboard and twine, and 
should include swings, seesaws, giant-strides, parallel bars, a sand-box, 
and a slide with steps up the back. 

It is not possible for this book to tell you just how much of the 
handwork you can plan to accomplish this week or how you can best 
distribute it, because so much depends upon local conditions. 



[S3] 



EIGHTH MEETING 

Good Samaritans 
A. Kindness to People 

Password: (The password for this meeting may be the name which the 
children have chosen for their new club.) 

To the Teacher: The aim in this lesson is to show that kindness is one of 
God's laws and that in the right kind of town the people are kind to 
one another; to provide opportunity for the pupils to practise kind- 
ness. 

Materials Needed for This Meeting: Bible, Worship and Song, copies of 
the song, " Neighbor Mine," and materials for making gifts and the 
model community. 

Program 

1. Instruction and Business: approximately 30 minutes 

2. Work Period: approximately 60 minutes 

3. Play Period: approximately 30 minutes 

1 Instruction and Business 

a. Have the " town " song, " Neighbor Mine," sung by the class. 

b. Tell the story of the Good Samaritan. Have this parable 
memorized while the lessons are on helpfulness in our community. 

c. Tell the story of a modern Good Samaritan as follows: 

Dr. Barnardo i 

If you should go to England, you might visit the great Barnardo 
Homes, where boys and girls of the great city of London who have no 
mothers and fathers are given a place to sleep and something to eat 
and are cared for and taught, and then are sent out into our country and 
into Canada, where homes are found for them and they are given a 
chance to grow up into good men and women. 

These homes were established by Dr. Barnardo, and you will be 
interested to know how God led him to start such a great work. 

He was just a young man working in one of the city missions when 
he was called by God to his life's work. One night before shutting up 
the mission, he saw a poor little ragged urchin standing beside the stove, 
without hat or shoes or stockings. He said to the boy, " Boy, it is time 
for you to go home." But the boy never rnoved and never answered, 
and a second time Dr. Barnardo said to him, My boy, it is time for you 
to go home." Then the boy said, " I ain't got no home." Dr. Barnardo 
scarcely believed the boy and asked him to go to his home with him. 

i From Children's Story Sermons, by Hugh T. Kerr. Slightly adapted. Used by permission of Fleming 
H. Revell Company. 

[54 I 



THE JUNIOR CITIZEN 

After he had received something to eat the boy told him his story. He 
said he had no father and no mother, no one to care for him, no place to 
sleep, and no place to go. " Are there more like you? " asked Dr. Bar- 
nardo. " Yes, lots of them," said the boy. " I'll show you some of 
them, if you will come with me." So about midnight the doctor and the 
boy went out into the street. After walking down a dark, back lane the 
boy pointed to a kind of coal-bin and said, " There's lots of them in 
there." The doctor stooped down and lit a match, but there was not a 
single boy there. He thought the boy was fooling him, but the little 
lad, quite unafraid said, " The cops have been after them. They are up 
on the roof." So the boy led the doctor up to a tin-covered roof, and 
there on that winter night, with the stars shining overhead, the doctor 
saw thirteen little boys huddled up asleep, one little fellow hugging close 
to his brother to keep himself warm, nothing under them but the cold 
tin roof and nothing over them but the starlit sky. The boy said to 
the doctor, " Shall I wake them up? " The doctor was about to say 
;< Yes," and then remembered that he had one boy and didn't know what 
to do with him; so what could he do with fourteen? So he answered 
" No." But that night, out on the roof, Dr. Barnardo promised God 
that he would give his whole life to making a home for the lost boys and 
girls of London. 

That was his first night with the boys. Last night there slept in 
the homes provided for them by this Christian doctor, in clean, white 
little beds, nearly five thousand boys and girls who were gathered off 
the streets of the great city. 

d. Conversation. There are various ways of being a helpful citizen. 
We have seen some ways in which our town as a whole is helpful. Now 
we are to think about how each and every person may help to make this 
a good town in which to live. 

A few years ago our American soldiers went to France to help the 
allied nations win the World War. But besides sending soldiers, our 
country sent also food and clothing to help those who had lost their 
homes and money and were unable to take care of themselves; so our 
nation came to be thought of as a big Good Samaritan. (Tell the fol- 
lowing story:) 

The Kindest Flag* 

During the wonderful welcome that Paris gave to General Pershing's 
troops, our soldiers were touched and amazed to see groups of French 
children drop to their knees in the street as the American flag went by. 
They were orphans and refugees from the invaded districts, who had been 
succored and maintained through American effort and generosity, and 
their gratitude found spontaneous expression when they saw the " dra- 
peau aux etoiles " — the starry flag that had meant so much to them 
already — come to float beside the tricolor in the defense of their country. 

1 From TAe Youth's Companion. 

[55] 



THE JUNIOR CITIZEN 

Some time before the entry of the United States into the war, an 
American relief worker in the north of France told of overhearing two 
little French girls in the village where she was staying. They were en- 
gaged in eager discussion as they bent over a school map with the flags 
of all nations printed as a decorative border. 

" Which do you think is the most beautiful flag of all, Marie? " 
asked Jeanne, the younger. 

14 The American flag," replied Marie. 

Jeanne was shocked. She had expected a different reply, as a 
matter of course. 

11 But, no! " she cried reproachfully. " You should not say that, 
Marie; and besides, it is not true. Our flag is the most beautiful! " 

" Our flag, little silly," explained Marie loftily, " is not in the affair 
at all, any more than our mother would be if we discussed who was the 
prettiest lady we knew. One does not talk of family beauty. There- 
fore, the flag of the Americans, which shows the sky and the stars, is 
naturally the most beautiful." 

" Yes," agreed Jeanne, still a trifle reluctant. " If you do not count 
France, the American flag is the most beautiful. Certainly it is the 
kindest flag! " she added reflectively. 

How We Can Make Our Flag Stand for a Kind Country 

That was a very fine compliment for our flag. But our country 
could not have been such a Good Samaritan to the children of France if 
there had not been a great many Good Samaritans scattered through all 
the cities and towns of the nation. Our country's standards and repu- 
tation depend upon you and me. What can boys and girls do to make 
our flag stand for a kind country? By being kind in their own neighbor- 
hood is one way. 

(Show the Christian flag.) You remember that last week we 
saluted this flag. What words in that pledge, if lived up to, will help to 
give our country's flag a reputation for kindness? It is a splendid thing 
for a big, powerful nation like ours to be called a kind nation, for it is 
noble for the strong to use their strength to help the weak. (Call for 
the salute to the Christian flag.) 

Here is a poem about a boy who was a Good Samaritan : 

SOMEBODY'S MOTHER 

" The woman was old, and feeble, and gray; 
And bent with the chill of the winter's day; 
The street was wet with a heavy snow, 
And the woman's feet were aged and slow. 

She stood at the crossing, and waited long, 
Alone, uncared for, amid the throng 
Of human beings who passed her by, 
Nor heeded the glance of her anxious eye. 

[56] 



THE JUNIOR CITIZEN 

Down the street, with laughter and shout, 
Glad in the freedom of ' school let out,' 
Came the boys, like a flock of sheep, 
Hailing the snow piled white and deep. 
Past the woman so old and gray, 
Hastened the children on their way; 
Nor offered a helping hand to her, 
So meek, so timid, afraid to stir, 
Lest the carriage wheels or the horses' feet 
Should crowd her down in the slippery street. 

At last came one of the merry troop, — 
The gayest laddie of all the group; 
He paused beside her, and whispered low, 
' I'll help you across if you wish to go.' 
Her aged hand on his strong young arm 
She placed, and so, without hurt or harm, 
He guided her trembling feet along, 
Proud that his own were firm and strong. 
Then back again to his friends he went, 
His young heart happy and well content." 



Kindness to All 



Anonymous. 



Let us think out a few reasons why we should be kind to foreigners : 
(1) Because many great men and women have belonged to their coun- 
tries. (Tell about Madam Curie.) The Polish people gave us Madam 
Curie, therefore we would treat the Polish people well because of what 
they have done through her. (2) Because they have left their homes and 
feel strange in this country. (3) Because some day they may be great 
Americans and we shall be glad that we were kind to them. (4) Because 
they expect America to be a kind country. (5) Because if we should go 
to Europe we would want them to treat us kindly. (6) Because we are 
all brothers and sisters, with one great heavenly Father. 

(Older people, little children, and the weak, should also be considered 
in the discussion. Mention specific acts of courtesy and, in the case of 
little children, of defense or protection.) 

Here is something to do during the coming week. Observe all the 
pleasant things that happen to you because somebody is kind. If you 
are keen, you will find many instances. (Ask them to repeat with you:) 

" True worth is in being, not seeming; 
In doing each day that goes by 
Some little good, not in the dreaming 

Of great things to do by and by. 
For whatever men say in blindness, 
And spite of the fancies of youth, 
There's nothing so kingly as kindness, 
And nothing so royal as truth." 

— Alice Cary. 

Showing kindness is one way of making our town a helpful one in 
which to live. 

[57] 



THE JUNIOR CITIZEN 

e. Business. Now turn the meeting over to the boys and girls for 
the business. Have the meeting called to order by the moderator. 
Call for the minutes of the last meeting and the reports of the scouting 
committees. Then ask for reports from those who are constructing the 
model. Finally take action upon the report of the scouting committee 
that was to find names of people whom this " Junior town " might help. 
The service rendered should include other activities besides handwork. 
If there is sickness in a family, perhaps the " citizens " can take turns 
doing errands after school for a week, or they could chop wood or shovel 
snow for an aged woman who lives alone, or take the church calendar to 
a shut-in, or send a postal card to another. Some of the girls might take 
out a baby for an occasional airing, to help a busy mother. The scout- 
ing committees may be asked to be on the lookout for evidences of help- 
fulness in the town which they may report from week to week. 

If you know of some one whom one or more of the children may 
help immediately by services similar to those here suggested, call for 
volunteers and let those few children perform that service instead of 
doing the handwork today. In that case, it would be better to let the 
play period precede the handwork. 

/. Song, '■ Dare to be Brave, Dare to be True," making this a 
memory hymn to be learned while the lessons are on " Our Community." 
Prepare for next week's lesson by asking the children to find stories of 
birds or animals, which they may relate at that meeting. 

2 Work Period 

This week let the boys begin or continue work on the community 
model (described in last week's directions), while the girls work on gifts 
for other people, thus practising kindness. Next week the boys will 
give expression to the lesson on Good Samaritans by making bird or 
squirrel-houses or food trays, while the girls will take up the work on 
the model for at least a part of the next work period. Explain this plan 
to the children. 

Following are a few suggestions for gifts from which a choice may 
be made : 

Transparencies. Materials: Heavy colored paper, white paper for 
patterns, white and colored tissue-paper, glue, thread, or narrow ribbon, 
ink or paint. Tools: Pencils, scissors, rulers, compass, safety-razor 
blades, pens or paint-brushes. 

Cut a circle nine inches in diameter from heavy colored paper. 
Draw a circle seven inches in diameter inside the first circle, with the 
centers concentric, to make a one-inch border or frame to the trans- 
parency. 

To make the pattern: Mark off a seven-inch square on a piece of 
white paper, and divide each side of the square into seven parts. Con- 
nect all the opposite divisions with straight lines. On the one-inch 
cross-section paper thus made, draw in the pattern for the bird or land- 

[53] 



THE JUNIOR CITIZEN 

scape (figures 27 and 28), filling each square like the corresponding 
square in the illustration. 

Cut out the pattern, place it on the colored circle so the edges of 
the pattern touch the inside circle, and trace around the pattern on the 
circle. With a safety-razor blade, carefully cut out all spaces showing 
white in the illustration. Make a second cut-out exactly like the one 
just made. 

The transparency is now ready to be put together. When using the 
bird pattern, glue white tissue-paper over the back of the five white 
spots on the body of the bird, using colored tissue-paper over the five 
openings which touch the edge of the circle. Now glue the second circle 
to the back of the first, being careful to have all parts exactly match. 
This makes both sides of the finished transparency alike. Punch a hole 
in the top of the transparency, and put in a thread or narrow ribbon. 
The transparency is now ready to be hung in a window. 

When using the landscape pattern, cover the sky with blue tissue- 
paper, the roof and ground with white tissue to represent snow. The 
marks in the foreground are put in with ink or paint after the trans- 
parency is completed. 

Plant Sticks. Materials: One-fourth inch doweling, one-fourth 
inch white wood or white pine, paper for pattern, brads, paint, shellac. 
Tools: Pencils, rulers, scissors, coping saw, knives, hammers, file, gimlet, 
sandpaper, paint-brushes. 

Make a paper pattern the exact size of the bird in figure 29. Trace 
the outline of the bird on a piece of wood one-fourth inch thick. White 
wood or white pine is best. Saw out the bird with a coping saw, or 
whittle with a knife. Be sure all edges are smooth. Sandpaper the 
bird, if necessary. The stick is one-fourth inch doweling cut in any de- 
sired length. Drive a small brad into one end of the dowel, and file the 
head of the brad to a blunt point on which the body of the bird will be 
forced. Make a hole in the bird shape at the point where the bird will 
be fastened to the stick, then force the bird down on the brad in the 
stick. Whittle the end of the stick to a point. 

Paint as suggested in figure 29. Apply a coat of shellac, when dry. 

Olive-bottle Vases. Materials: Olive bottles, stencil paper, or wrap- 
ping-paper and shellac, enamel paint. Tools: Pencils, rulers, scissors, 
safety-razor blades, paint-brushes (flat and pointed). 

Select olive bottles of good proportions, wash clean and paint with 
enamel paint of any desired color. Set away to dry until the next 
meeting. 

Have ready stencil paper, which may be bought or made from heavy 
wrapping-paper by covering both sides of the paper with shellac. Draw 
a simple design on this paper (figure 30 gives suggestions) and cut out 
the design on the pencil lines with a safety-razor blade. This cut-out 
design is a stencil. 

At the next meeting, cut a strip of paper just long enough to fit 

[59] 



THE JUNIOR CITIZEN 

around the bottle and mark the paper into equal parts, to use as a gauge 
in putting on the design so that the units of the design will be equally 
distant from each other. Stencil the design on the bottle. This is done 
by holding the stencil against the bottle, and painting through the 
stencil. Be careful not to let the stencil slip, and hold the stencil close 
to the bottle so the edges will not blur. Wipe all paint from the stencil 
after putting on each unit. 

Figure 31 shows a more elaborate design, but gives an idea of how a 
finished vase may look. Three or four units equally spaced around the 
body of the bottle would be sufficient. The bands around the bottle 
are painted on free-hand. If the bottle is first painted dark, the design 
should be light, and vice versa. 

Picture Puzzles with Envelopes. Materials: Cardboard, colored 
pictures, heavy wrapping-paper, glue. Tools: Pencils, rulers, and scis- 
sors. 

Picture puzzles may be made by pasting an appropriate colored 
picture on cardboard and cutting it in odd shapes when dry. Figure 32 
shows how to make an envelope of heavy wrapping-paper to hold the 
puzzle. Fold on the dotted lines and paste the ends of the back of the 
envelope to the tabs. 

Buzzers. Materials: Cardboard, heavy colored papers, buttons, 
string, glue. Tools: Scissors, pencils, rulers, compass. 

Cut three cardboard circles, three and one-half inches, two and one- 
half inches, and one and one-half inches in diameter, to use as patterns. 
Punch a small hole in the center of each pattern. Have stiff paper of 
three different colors, say red, white and blue, for the buzzers. Using 
the patterns, cut out two three and one-half inch circles of blue paper, 
two two and one-half inch circles of white paper, and two one and one- 
half inch circles of red paper. Punch a small hole in the center of each 
circle. 

Glue the red circles on the white circles, then glue the white circles 
on the blue circles, the centers of the circles being together. With a 
piece of twine one and one-half yards long, thread together the two 
circles thus made with a button between as shown in Figure 33. Tie the 
ends of the twine together. Glue the inside edges of the two circles 
together. 

To operate: Place the third finger of each hand in one of the loops. 
Twirl the string, pull the hands apart, then move them together. This 
will cause the string to twist and untwist and the wheel to spin with a 
buzzing sound. 

Soft Yarn Ball. Materials: Cardboard, wool from old sweaters. 
Tools: Compass, scissors, large-eyed needles. 

From heavy cardboard cut a circle three and three-fourths inches in 
diameter. Cut a hole one and one-fourth inches in diameter in the center 
of this cardboard circle. 

Wool raveled from old crocheted or knitted sweaters or shawls is 

[6o] 



THE JUNIOR CITIZEN 

fine for these balls. Use the wool double and in pieces about two yards 
long. 

Hold one end of the wool on the edge of the cardboard circle, pull the 
other end down through the hole, up over the edge, down through the 
hole, and so on until the cardboard is covered with one layer of wool. 
Keep putting on layers of the wool until the hole in the center of the 
cardboard is full, at the last having the wool threaded on a needle. 
Now cut the wool around the edge of the circle. Figure 34 shows how 
the ball now looks. With a strong thread securely tie the wool close to 
the cardboard. Cut away the cardboard, and the wool will fluff out, 
forming the ball. Trim off all uneven places with scissors. 

These balls are pretty if wool of several colors is used, putting on a 
layer of one color, then a layer of another, and so on. If three layers of 
one color are put on and the ball completed with another color, the 
finished ball will have a colored band going around the center. 

The olive-bottle vases may be made for table decorations for a 
church supper, or as gifts to some individuals whom the children would 
like to remember. The plant-sticks and transparencies may be given 
just as gifts of appreciation or to shut-ins. The buzzers, yarn balls, 
and picture puzzles may be given as gifts to poor or sick children. 

3 Play Period 

Have the class act " The Good Samaritan " in pantomime. 

Scene 1. The road to Jericho. (Stones and boulders may be rep- 
resented by books and chairs with a covering thrown over them.) 

Characters: Wounded man, priest, Levite, Good Samaritan. 

As the scene opens, the wounded man is seen lying by the roadside, 
probably leaning against a large boulder. His dishevelled appearance 
and limp, exhausted attitude suggest his condition. As he lies there, a 
priest approaches. The priest suddenly observes the wounded man, and 
with a gesture of horror gathers his robes about him and crosses to the 
other side of the road. Similarly a Levite comes along. He glances at 
the man by the roadside, and holding his head high, scornfully, he, too, 
passes to the other side. As each of these men approaches, the wounded 
man turns his head weakly but anxiously in the direction of the foot- 
steps. His attitude registers disappointment when the men pass with- 
out offering help. 

After a considerable interval, the Good Samaritan appears. He 
comes upon the scene, leading his beast, which may be another boy, or 
the beast may be left to the imagination. Upon seeing the man in dis- 
tress, the Good Samaritan starts in surprise, tosses his reins upon the 
animal's back, and rushes to the side of the injured one. He stoops and 
appears to be examining the injuries; then he rises, looks around and 
seems to be considering what can be done. He indicates by gestures 
that perhaps he can take the man on his beast. The wounded man 

[6i] 



THE JUNIOR CITIZEN 

makes an effort to rise. The Good Samaritan assists him and helps 
him to get on the donkey's back (or to walk down the road). 

Scene 2. The inn keeper is first seen on the stage. The Good 
Samaritan and the wounded man approach. The Good Samaritan, 
pointing from one to the other, makes the situation clear to the inn 
keeper. The latter helps the injured man to dismount, and the Good 
Samaritan takes money from his pocket which he hands to the inn keeper, 
after which he makes a parting bow and departs. 

The above suggests how this would naturally be acted by the chil- 
dren. Any particular group, however, should be allowed to play spon- 
taneously, the teacher acting as a guide. The principal need is that the 
pupils shall know the story thoroughly and feel its spirit. Costumes 
are optional, not necessary. 



[62] 



NINTH MEETING 

Good Samaritans 
B. Kindness to Animals 

Password: Good Samaritans. 

To the Teacher: The purpose of this lesson is to show the pupils that 
kindness to animals is practised in the best kind of town, and that 
that is one way to live up to Jesus' story of the Good Samaritan. 

Materials Needed for This Meeting: Bible, copies of the song, " Neighbor 
Mine," materials for handwork continued from preceding meetings 
and in addition those needed for the bird-house and squirrel-house, 
Worship and Song. 

Program 

1. Business and Instruction: approximately 30 minutes 

2. Work Period: approximately 60 minutes 

3. Play Period: approximately 30 minutes 

1 Business and Instruction 

a. Have the " town " conduct its business meeting first. The 
scouting committees may report any opportunities for service which 
have come to their notice. 

b. Sing " Neighbor Mine " 

c. Repeat the lines 

" He prayeth well who loveth well 
Both man and bird and beast. 
He prayeth best who loveth best 
All things both great and small, 
For the dear God who loveth us — 
He made and loveth all." 

— Coleridge. 

d. Have the pupils read from typewritten copies or from the Bible 
the Parable of the Good Samaritan. After this reading have them try 
to memorize part of it, repeating it over and over. 

e. Conversation. There are some inhabitants of our town who 
cannot speak for themselves. No matter how unkindly they are treated, 
they have to suffer in silence. Moreover, these inhabitants are a help 
to us in various ways, some by being loyal comrades, some by working 
for us, some by adding cheer to the neighborhood and by destroying some 
of our enemies. Who are these inhabitants who cannot speak for them- 
selves? 

Some fair-minded and grateful people, however, have stood up for 
the rights of dumb animals and have succeeded in getting laws passed 

[6 3 ] 



THE JUNIOR CITIZEN 

to safeguard them. Last week you heard the story of the Good Samari- 
tan. By passing laws to safeguard animals, our government becomes a 
Good Samaritan to them, and to birds, too, because some laws require 
people to treat birds kindly. 

Can you give some reasons why we should treat them with kindness? 
One is that, since they cannot speak for themselves, it would be cowardly 
for us to take advantage of them. Another is that they help us, so we 
should help them in return. What are some ways in which they help 
us? Still another reason is that it is noble for the strong to help the 
weak. Which is the better kind of adventure, to go hunting with a 
shotgun, or with a camera? (Suggest some of the adventure involved 
in trying to get a picture of a wild animal.) 

A boy who was spending the summer in the country discovered in a 
tree a nest with one egg in it. Day by day he stealthily crept up to 
that tree trying to get a chance to see the bird. For the first few days 
he could not seem to find her at home, but he took those opportunities 
to examine the nest. On the first day he found one egg in it, on the 
second day there were two, then three, and finally there were four. At 
last, one day he went to the tree and found the bird on the nest. When 
she saw the boy creeping near she showed fear, but he was cautious and 
careful not to alarm her too much, and as he became a daily visitor, she 
seemed to get accustomed to him. The boy enjoyed the discovery he 
had made and he was much disappointed when he found that he had to 
go back to the city before the young birds were hatched out. 

/. Story-telling. (Call for an exchange of interesting animal and 
bird stories which the pupils may know, making this a real story-telling 
period. The teacher herself may tell the following stories :) 

(1) The Mother Murrei 
By Dallas Lore Sharp 

11 One of the most striking cases of mother-love which has ever come 
under my observation I saw in the summer of 1912 on the bird rookeries 
of the Three- Arch Rocks Reservation off the coast of Oregon. 

" We were making our slow way toward the top of the outer rock. 
Through rookery after rookery of birds we climbed until we reached the 
edge of the summit. Scrambling over this edge, we found ourselves in 
the midst of a great colony of nesting murres — hundreds of them — 
covering this steep rocky part of the top. 

" As our heads appeared above the rim, many of the colony took 
wing and whirred over us out to sea, but most of them sat close, each 
bird upon its egg or over its chick, loath to leave, and so expose to us the 
hidden treasure. 

11 The top of the rock was somewhat cone-shaped, and in order to 
reach the peak and the colonies on the west side we had to make our way 

1 This story is used by permission of, and by special arrangement with, Houghton Mifflin Company, the 
authorized publishers. 

[6 4 ] 



THE JUNIOR CITIZEN 

through this rookery of the murres. The first step among them, and the 
whole colony was gone, with a rush of wings and feet that sent several 
of the top-shaped eggs rolling, and several of the young birds toppling 
over the cliff to the pounding waves and ledges far below. 

" We stopped, but the colony, almost to a bird, had bolted, leaving 
scores of eggs, and scores of downy young, squealing and running together 
for shelter like so many beetles under a lifted board. 

11 But the birds had not every one bolted, for here sat two of the 
colony among the broken rocks. These two had not been frightened 
off. That both of them were greatly alarmed, any one could see from 
their open beaks, their rolling eyes, their tense bodies on tiptoe for 
flight. Yet here they sat, their wings out like props, or more like gripping 
hands, as if they were trying to hold themselves down to the rocks 
against their wild desire to fly. 

" And so they were, in truth, for under their extended wings I saw 
little black feet moving. Those two mother murres were not going to 
forsake their babies! No, not even for these approaching monsters, 
such as they had never before seen, clambering over their rocks. 

" What was different about these two? They had their young ones 
to protect. Yes, but so had every bird in the great colony its young one, 
or its egg, to protect, yet all the others had gone. Did these two have 
more mother-love than the others? And hence, more courage, more 
intelligence? 

11 We took another step toward them, and one of the two birds 
sprang into the air, knocking her baby over and over with the stroke of 
her wing, and coming within an inch of hurling it across the rim to be 
battered on the ledges below. The other bird raised her wings to follow, 
then clapped them back over her baby. Fear is the most contagious 
thing in the world; and that flap of fear by the other bird thrilled her, 
too, but as she had withstood the stampede of the colony, so she caught 
herself again and held on. 

" She was now alone on the bare top of the rock, with ten thousand 
circling birds screaming to her in the air above, and with two men creep- 
ing up to her with a big black camera that clicked ominously. She let 
the multitude scream, and with threatening beak watched the two men 
come on. A motherless baby, spying her, ran down the rock squealing 
for his life. She spread a wing, put her bill behind him and shoved him 
quickly in out of sight with her own baby. The man with the camera 
saw the act, for I heard his machine click, and I heard him say some- 
thing under his breath that you would hardly expect a mere man and a 
game-warden to say. But most men have a good deal of the mother in 
them; and the old bird had acted with such decision, such courage, such 
swift, compelling instinct, that any man, short of the wildest savage, 
would have felt his heart quicken at the sight. 

' Just how compelling might that mother-instinct be? ' I won- 
dered. ' Just how much would that mother-love stand? ' I had dropped 

[65] 



THE JUNIOR CITIZEN 

to my knees, and on all fours had crept up within about three feet of 
the bird. She still had chance for flight. Would she allow me to crawl 
any nearer? Slowly, very slowly, I stretched forward on my hands, 
like a measuring- worm, until my body lay flat on the rocks, and my 
fingers were within three inches of her. But her wings were twitching, 
a wild light danced in her eyes, and her head turned toward the sea. 

11 For a whole minute I did not stir. I was watching — and the 
wings again began to tighten about the babies,' the wild light in the eyes 
died down, the long, sharp beak turned once more toward me. 

[< Then slowly, very slowly, I raised my hand, touched her feathers 
with the tip of one finger — with two fingers — with my whole hand, 
while the loud camera click-clacked, click-clacked hardly four feet away! 

"It was a thrilling moment. I was not killing anything. I had no 
long-range rifle in my hands, coming up against the wind toward an 
unsuspecting creature hundreds of yards away. This was no wounded 
leopard charging me; no mother-bear defending with her giant might a 
captured cub. It was only a mother-bird, the size of a wild duck, with 
swift wings at her command, hiding under those wings her own and 
another's young, and her own boundless fear! 

" For the second time in my life I had taken captive with my bare 
hands a free wild bird. No, I had not taken her captive. She had 
made herself a captive; she had taken herself in the strong net of her 
mother-love. 

" And now her terror seemed quite gone. At the first touch of my 
hand I think she felt the love restraining it, and without fear or fret she 
let me reach under her and pull out the babies. But she reached after 
them with her bill to tuck them back out of sight, and when I did not 
let them go, she sidled toward me, quacking softly, a language that I 
perfectly understood, and was quick to respond to. I gave them back, 
fuzzy and black and white. She got them under her, stood up over 
them, pushed her wings down hard around them, the stout tail down 
hard behind them, and together with them pushed in an abandoned egg 
that was close at hand. Her own baby, some one else's baby, and some 
one else's forsaken eggl She could cover no more; she had not feathers 
enough. But she had heart enough; and into her mother's heart she 
had already tucked every motherless egg and nestling of the thousands 
of frightened birds, screaming and wheeling in the air high over her 
head." 

g. Conversation. (The pupils may also be asked for any information 
acquired in the public school about taking care of birds and animals.) 
Protecting birds and animals is one way for us to be true to God's " Good 
Samaritan " law. There are ways by which our town may be a Good 
Samaritan to the birds and animals. We can make a bird-house, or a 
squirrel-house, and we can go to the common or the woods and hang 
suet on the trees. (The appropriateness of this suggestion will depend 
upon the season. In summer it may be suggested that each set out a 

[66] 



THE JUNIOR CITIZEN 

pan of water for the birds.) There are also things which each one of us 
alone can do. For instance, if you saw broken glass on the road, why 
would you remove it? 

(Read and explain the following Bible verses: Proverbs 12 : 10a; 
Luke 15 : 3-6. After this discussion proceed to the handwork.) 

2 Work Period 

The boys should this week begin work on the bird-house or the 
squirrel-house or both. The girls may spend a part of the period con- 
tinuing the work on the community model and the rest of the time on 
the gift work. 

Bluebird-house. Materials: One-fourth inch wood, brads, one- 
fourth inch doweling, two staples for each house, paint. Tools: Saws, 
hammers, brace and bit, or gimlet, compass saw, paint-brushes. 

From wood one-fourth inch thick, cut two pieces 10 x 6 inches, two 
pieces 11x7 inches and two pieces 6x6 inches. Cut an opening one and 
one-half inches in diameter in one of the 6x6 inch pieces. Just under 
the opening bore a hole for a perch of one-fourth inch doweling, which 
will be driven in after the house is finished. Bore two holes for ventila- 
tion about two inches from the edge along one of the ten-inch sides of 
each of the 10 x 6 inch pieces, also bore a hole near one corner of the 
second 6x6 inch piece. ^These holes should be under the eaves when 
the house is put together. 

Now put the house together with brads, having eaves on the front 
and sides, as in figure 35. Screw two staples in the top of the house and 
drive in the perch. Sandpaper the house and put on a coat of paint. 

The size of the opening in a bird-house determines the kind of bird 
that will nest in the house. Farmers' Bulletins Nos. 609, 621, 760, 844 
and 912, which may be obtained free of charge from the United States 
Department of Agriculture, Washington, D. C, give information about 
bird-houses and bird fountains, also how to attract birds and how to 
feed them. 

Gray squirrel-house. A wooden box eight or ten inches square is 
needed. A box this size could probably be obtained from a grocery 
store. If not, it is a simple matter to make one. 

Draw a circle three inches in diameter on the front or side of the 
box, and cut out the circle with a compass saw, smoothing the edges with 
a knife. Nail the house on a board a little longer than the house, as in 
figure 36, first boring holes in the corners of the board for fastening the 
house to a tree. Cover the house with bark, if it is possible to get bark; 
otherwise, put on a coat of gray or brown house paint. The gray squirrel- 
house should be nailed high up on the trunk" of a tree, with the entrance 
facing south. 

Make a shallow box for a food tray, such as figure 37. This tray 
should be fastened to the tree near the ground, where it can be easily 

[6 7 ] 



THE JUNIOR CITIZEN 

reached. The food tray should always be supplied with pignuts, acorns, 
or beechnuts, with bread crusts and occasionally a meat bone. 

3 Play Period 

(1) If this lesson is used in the late fall the class may divide into 
groups and hike to different places to hang suet or bread on trees. This 
may make it necessary to shorten the work period. 

(2) If hikes are not undertaken, have a collection of bird pictures 
from which pupils may choose those birds which may be seen in their 
locality, and as each discovers a picture let him paste it on a poster mount. 
At the head of the poster, write " Birds of our Town " (or something 
similar). The class will enjoy talking about the different kinds of birds. 

(3) Spend a part of this period cutting out silhouette portraits 
(just for fun ) according to the following directions: 

Silhouette Portraits. Fasten two pieces of wrapping-paper about 
15 inches square to the wall with thumb-tacks, one piece being on top of 
the other. Have a child stand between the paper and the candle or 
electric light, so the shadow of the child's head falls on the paper. A 
second child draws the outline of the shadow with a pencil and the sheet 
is torn off. The two children then exchange places, and the second por- 
trait is drawn on the second sheet of paper. If possible, all the children 
in the class should be divided into groups of two, the groups all working 
at the same time. Each child is given his own portrait, which may be 
finished either of the following ways: The silhouette may be carefully 
painted with a brush and black ink, or it may be cut out with scissors 
and the pattern thus made laid on black paper and traced around with a 
pencil. The black paper outline is then cut out and the black silhouette 
pasted on white paper. 



[68] 



TENTH MEETING 

Fair Play 

Password: Good Samaritans. 

To the Teacher: The aim of this lesson is to inculcate the spirit of fair 
play, showing it to be one of God's rules for right conduct. This 
attitude is a basic one in satisfactory social relationships. The 
children are given a chance to practise fair play in the games of the 
play period. Moreover, the teacher will see in other activities of 
the " town " opportunities to guide the pupils in fair treatment of 
one another. 

Materials Needed for This Meeting: Blackboard, materials for handwork 
as at the preceding meeting, materials for games described for the 
play period (raisins, thread, crackers, tape-measure, beans, a dish, 
a yardstick or broom-handle, a number of cards, wastebasket, spoon, 
tumbler, cardboard medals, string). 

Program 

1. Business and Instruction: approximately 30 minutes 

2. Work Period: approximately 60 minutes 

3. Play Period: approximately 30 minutes 

1 Business and Instruction 

a. Have the meeting opened by the moderator and the town business 
transacted. After that sing the song, " Neighbor Mine." Then proceed 
to the instruction. 

b. Tell the story: 

David Defends the Rights of His Followers 

You remember how David, the shepherd boy, conquered the giant 
Goliath, and how the people of the kingdom were proud of David and 
thought him their greatest hero. After that David won other victories, 
and the people sang in his honor: 

" Saul hath slain his thousands, 
And David his ten thousands." 

After that King Saul became David's enemy, because he did not like to 
hear the people shout his praises. He became such a bitter and unjust 
enemy that David had to leave his own land and take refuge with the 
Philistines. Now David had many loyal followers who stood by him in 
his troubles. The Philistines to whom David fled knew what a great 
warrior David was and received him and his followers gladly. Achish, 
the king of Gath, went so far as to give David a certain city for his own. 
It was the city of Ziklag. There David went to live. 

[6 9 ] 



THE JUNIOR CITIZEN 

Now it happened that one day David was absent from Ziklag and 
all his brave warriors with him. Women and children were left alone in 
the unguarded city. There was a band of marauders near by who wel- 
comed just such a chance to win an easy victory. They were the Amalek- 
ites. Taking advantage of the hero's absence from the city, they 
swooped down upon the helpless inhabitants, won their cowardly victory, 
and carried off prisoners and booty. By and by David returned. When 
he saw what had happened, he and his warriors started with all speed 
after the Amalekites. No time was lost in their march. David was 
trying to overtake the enemy. When he reached the brook Besor some 
of his men were so tired out that they could go no farther. These were 
ordered to remain where they were to guard the baggage, while David 
and the rest pushed on after the offenders. 

At length they came upon the Amalekites. The Amalekites proved 
themselves unfit for a man-to-man conflict with real soldiers, and they 
were quickly defeated and the captives from Ziklag were rescued. As 
was the custom in those days, much spoil was taken by David's troop 
and this they carried home. 

When they reached the brook Besor again, they were rejoined by 
the men who had been left there. At this point a question came up about 
the spoil. Some of those who had gone and fought the Amalekites said, 
" We will not give these men any of the spoil, because they did not go 
all the way. We will return to each man his wife and his children, but 
the spoil we will keep for ourselves." But David said, " No, my brothers, 
we should not do so, for we owe our victory to God. Those who went 
down to the battle and those who stayed by the baggage shall share 
alike." And from that day forward it became a law in Israel that the 
spoils of war should be divided evenly between those who fought and 
those who guarded the baggage. 

c. Conversation. David learned that fair play is one of God's laws. 
If we want others to be fair to us, we should be fair to them. (Write on 
the blackboard: Be fair. Draw a vertical line at the right and on the 
other side of the line write: At Home.) What are some ways to be fair 
at home? (Doing one's share of the errands may be mentioned, divid- 
ing evenly, taking good care of the things that belong to the whole family, 
being orderly, thus saving confusion and extra work for mother, not 
wasting food.) If one throws away bread or an apple half-eaten, how is 
that unfair? (Point out that there is food enough in our country for 
everybody, but if everybody wasted the food, it would be hard to keep 
the supply sufficient for all.) W T e want our country to continue to be a 
rich country, so let us do our part in using things right. When we waste 
things we are unfair to Uncle Sam. (On the blackboard under " At 
Home," write: At School.) 

What are some fair things to do at school? Take good care of school 
books and furnishings. Why? Because other people have to use them 
after you. Moreover, somebody else owns a share in them as well as 

[70] 



THE JUNIOR CITIZEN 

you. All the people of the town helped to buy them, so we should take 
good care of them in order to be fair to all the owners. Do your work 
honestly. Why does it not pay to cheat in one's school work? (Bring 
out the points that there will come a time when one will have to work 
alone and may then be unable to, that it makes one a weakling and is 
likely to show up in one's appearance just as straight-forward true-blue 
habits show up; that by getting a good mark through cheating, the 
cheater only hurts himself because sometime he will need that knowledge.) 
School is a preparation for later work, and if one wants to be ready for 
work when one is grown up, one must take the training now. A pupil 
robs himself by cheating. (On the blackboard, under " At School," 
write: At Play.) 

How can we be fair at play? (Let the children make suggestions, 
some of which may be: Obey the rules of the game. Own up when you 
have made a mistake which no one else has seen. Take your turn at 
being " it," and let others have a chance to choose games.) It is more 
important to play well than to win. 

As a matter of fact, we should be fair always, everywhere, to all 
people. An unfair person is a nuisance; while we all like to know people 
who are fair. (Write on the board: Everywhere, always, obey God's 
law of fair play.) 

2 Work Period 

Continue the work on the community model, gifts for others, and 
bird- and squirrel-houses. Begin work on a poster to be set up with the 
community model. Head the poster with, Wanted: Settlers for Our 
Town. Under that write: 

If you are: 1. A ready helper 

2. Kind to people 

3. Kind to birds and animals 

4. Fair in business and play 

5. True 

6. Honest 

7. Careful of other people's rights 

8. Interested in keeping the town beautiful 
you are welcome to our town. 

This poster may be illustrated with pictures. The first four points 
could be listed at this meeting and others added from week to week. 
During the work period, watch for opportunities to guide the children in 
ways of fairness. 

3 Play Period 

An indoor track meet, as follows, will afford ample opportunity for 
the practise of fair play ; and the teacher should by all means insist upon 
fairness. The children should stand in a straight line or a semi-circle for 
the first two events, so that the judge may easily see each contestant. 

[71] 



THE JUNIOR CITIZEN 

The same formation is to be kept for the third event. A scorer should 
note the winners of the first, second and third places, in each of these 
three events. 

Yard Dash. Have ready one-yard lengths of thread, with a knot in 
one end and a raisin tied to the other end. Give one to each child, who 
puts the knotted end of the thread in his mouth. At a given signal all 
begin to take in the thread, using the lips and tongue, but not using the 
hands in any way. The first one to get the raisin in his mouth wins 
first place. 

Relay Race. Pass to each child a given number of crackers, the 
drier the better. At a signal all begin to eat, and the first child able to 
whistle wins first place. 

Standing Broad Jump. A leader should start at each end of the line 
and measure with a tape the broadest smile each child can produce. 
Each leader should be accompanied by a scorer. The child with the 
broadest smile wins first place. 

The following four events should each have a leader in charge, to 
keep the score and to see that the rules are followed. These contests 
may be going on simultaneously, and should continue until each child 
has had a turn at each contest. Then the children might have a grand 
march or line up for a song while the score-keepers determine the winners 
of all the events, after which medals are awarded to all the winners. 

Shot Put. Each player, as his turn comes, stands on a chalk-line and 
throws ten beans into a dish a given distance from the line. Only beans 
that stay in the dish are counted. The beans are then gathered up and 
given to the next player. In case of a tie, the two players throw until 
one wins, the dish being moved farther from the chalk-line if necessary. 

Running High Jump. This is a time contest. The player takes 
one end of a stick (yardstick or handle of an old broom) in his right hand, 
and, holding the stick vertically and without touching it with his left 
hand, he works his hand along the stick until he is holding the opposite 
end. The player doing this in the shortest length of time wins first 
place. 

Throwing Discus. This game is played in the same way as shot put, 
except that cards and a wastebasket are substituted for beans and a 
dish. 

High Hurdles. Blindfold one eye of the player, give him a spoon, 
and instruct him to keep one hand behind his back. Place a glass on a 
table or chair and some beans near the table or chair on the floor. The 
player getting the most beans in the glass in one minute, using only the 
spoon, wins first place. 

Medals might be made by cutting circles of cardboard, punching a 
hole in each circle, and threading in a string. These medals could be 
made of three colors, or of one color, and labeled " First," " Second," 
and " Third." 

[72] 



ELEVENTH MEETING 
Shall I Tell or Shall I Not? 

Password: True Heart. 

To the Teacher: This lesson continues the aim of lesson ten, treating a 
specific phase of fairness which often presents a problem to the 
child. It is considered that out of fairness to the child, a whole 
lesson should be devoted to this question. 

Materials Needed for This Lesson: Copies of " Neighbor Mine," the 
Christian flag, those materials needed to continue the handwork of 
preceding meetings, those needed for the observation game in the 
play period, and Worship and Song. 

Program 

1. Business: approximately 15 minutes 

2. Instruction: approximately 20 minutes 

3. Work Period: approximately 60 minutes 

4. Play Period: approximately 25 minutes 

1 Business 

After assembling in the usual way, have the town song, " Neighbor 
Mine," sung. Call for the Christian flag salute. Permit the children 
to conduct their business meeting. Reports should be given by the 
building commission (those who are constructing the model). Ask the 
scouting committees, calling upon them by number, to report what 
evidence they have discovered recently to prove that helpfulness is a 
standard of this city. Conduct any other business that ought to come 
before the meeting. Then announce that they are to discuss a very 
important question, namely, "Shall I Tell or Shall I Not?" State: 
" Some of you have asked yourselves that question at various times. 
Sometimes you should answer, No; sometimes you should answer, Yes. 
The question we are to consider is when one should tell what one knows 
and when one should not." 

2 Instruction 

Connection with Last Week's Lesson 

We were talking last week about being fair, and I think we all 
agree that everybody should at all times be fair to other people. Here is 
a question in regard to fairness which is not always easy to answer, 
11 Shall I tell or shall I not? " You know something, and you can tell 
it if you want to, but perhaps if you do it will hurt either yourself or 
somebody else; so you keep silent. There are times, however, when 
you should tell. 

[73] 



THE JUNIOR CITIZEN 

A Man Who Reported Another's Unfairness 

All of you have probably heard the story of Black Beauty. Do you 
remember the time when Joe was going home with Black Beauty and saw 
a cart loaded with bricks which two horses were struggling in vain to 
pull out of the mud? The wheels of the cart were stuck fast and no 
amount of pulling would move them. The driver was beating the 
horses mercilessly with his whip but, try as they might, they could not 
move the cart. Still the man beat them with all his might. Joe could 
not stand it, so he went up to the man and said, " Hold there, don't flog 
the horses like that; the wheels are so stuck that they can't move the 
cart." 

The man took no heed, but kept on with his whip. 

" Stop! pray stop! " said Joe. " I'll help you take some of the bricks 
out; they can't move it now." 

" Mind your own work, you pert young knave, and I'll mind mine." 

The man was the worse for drink, and in a great rage, he once more 
laid on the whip. Joe went to the house of the man who owned the 
brick-field. The house stood close by the roadside. Joe knocked at the 
door and shouted, " Hal-loo! Is Mr. Clay at home? " 

Mr. Clay soon came out. 

" Hal-loo! young man. You seem in great haste; have you some 
word from the Squire today? " 

" No, Mr. Clay, but there is a man in your brick-yard who will flog 
two horses to death. I told him to stop and he wouldn't; I said I'd help 
him, but he wouldn't let me; so I've come to tell you. Pray sir, go." 

" Thank you, my lad," said the man, and ran in to get his hat. As 
he came back he said to Joe, " Will you tell what you have seen if I bring 
the man up to the Squire? " 

" That I will," said Joe, " and gladly, too." * 

How many think Joe did right by telling about the man? Notice 
that first Joe offered to help him. (The pupils will recognize this as an 
occasion when telling was necessary out of fairness to the horses.) Joe 
was really under obligation to help protect those horses. (Read from the 
Bible Romans 15 : 1.) That is one of God's rules. (Have the pupils 
study the verse.) 

If you saw some one go into your neighbor's garden and carry off 
some of the crops, what would you do? Some one may suggest, " Tell 
the owner, so that he could protect his property." There is another 
reason, too, why one should tell in such a case. Some innocent person 
might be suspected, if you did not tell. 

Suppose a crowd of boys were playing ball and one broke a window. 
If the owner of the house came out and asked who did it, who should 
tell? Suppose the one who broke the window did not own up, and the 
owner asked you if you knew who did it, what would you say? Why 

1 From Black Beauty. By permission of A. L. Burt Company. 

[74] 



THE JUNIOR CITIZEN 

not say, " Yes, I do know; but I think the boy who did it will tell him- 
self." (We surely must not encourage mean tattling, although we must 
show the children that there are times when it is right to tell about others ; 
those occasions being when justice to another demands it.) What might 
that group of boys do to help make this affair come out right? (Point 
out that they might bring " public opinion " to bear upon the offender so 
that he would volunteer to own up.) Again, another factor may enter 
into the incident. Was the broken window really the fault of the boy 
who threw the ball? If all the boys were responsible for having chosen 
to play in a place too near a house, and if under those circumstances it 
was almost impossible to avoid the accident, should not all the boys 
share the blame and the expense of replacing the glass? 

Think of another case. If you were blamed for something some- 
body else did, would you tell who did it for the sake of saving yourself? 
It would be all right, though, to say that you did not do it. If the 
teacher went out of the room in school, and while she was out one boy got 
another to do his arithmetic, would you tell the teacher when she came 
in? Would not that be petty tattling? Notice that the boy was only 
hurting himself, and the times when you should tell about others are 
really when there is a chance of some one being unjustly treated. 

Still another phase of this question. If you knew something about 
a playmate which, if told, would make others think ill of him, would you 
go around and tell it to everybody you knew? Why not? 

The story is told that some years ago when an explosion took place 
in a coal mine a number of miners were killed, and others were imprisoned 
underground. One group of those who were not able to escape sat to- 
gether in one compartment of the mine and waited and waited for signs 
of some one coming to rescue them. Of course it was very doubtful 
whether they would ever be rescued at all. Hour after hour passed and 
day after day and still no help came. The men were in despair, but tried 
to keep up their courage and to be cheerful. One man in particular kept 
the others cheered up. 

They were without food and had no water. At length one of the 
men noticed a little water seeping from the walls. Cups were hollowed 
out from the ground, and each man in turn put his cup under the seepage 
and was allowed to collect half a pint of water. They had to be very 
careful not to waste any, and of course they wanted to divide evenly 
what there was. While the amount that each was allowed was not 
enough to satisfy his thirst, it was enough to keep him alive. 

After a time one man went in his right turn to get the water and 
found his cup dry. Another man put his cup under, and when he went 
back to get the water, his cup was dry. Several men had this experience 
of finding their cups dry. Some one in the darkness had stolen the 
water. After that the cups were watched, and the offender was caught 
in the act. For the rest of the time that the men were imprisoned in the 

[75] 



THE JUNIOR CITIZEN 

mine that man was guarded, so that he got only his own share of the 
drinking water. Finally, a rescuing party came and their lives were 
saved. 

In telling of their experiences of those days in that underground 
trap, not one of those miners has ever told the name of the man who took 
more than his share of the drinking water. 

Here, then, are some general rules: Don't be tattlers. Be fair to 
all. Tell only what is true, necessary and kind. Own up when you 
have done wrong. 

3 Work Period 

Continue the work on the model and gifts as at last meeting. In 
their spontaneous conversation, children often tell things which they 
ought not to tell. If a child is about to tell something, the teacher may 
in a jolly, laughing way suggest the question, " Shall I tell or shall I not? " 
This should be done before the child's sentence is finished, checking it 
before the wrong has been done. Be wise and tactful. Do not be 
preachy, and be very careful about the sensitive child. It may be pos- 
sible to make a little game of it, asking that question every time a child 
begins to speak, thus guiding him to think before he speaks. 

4 Play Period 

Observation Game. Collect a number of post-cards or snapshots of 
local buildings or places, and prepare a number of questions such as: 
" What color is City Hall? " " What buildings are on the corners where 
A Street crosses B Street? " "If you were going from the library to the 
railroad station, where could you find out the time without asking any 
one? " Tack up these pictures and questions around the room, number- 
ing them consecutively. 

Give each child a sheet of paper and a pencil, and explain that under 
corresponding numbers they are to write the names of the buildings or 
places and the answers to the questions. Emphasize that this is a test 
of their power really to see things, and that each should write his or her 
own answers without giving or receiving help. Say that this is not only 
the fair and square way of playing, but the way to really get the most 
fun. When the time limit is up, have the children sit down and check 
their own papers, while some one reads the correct answers. 



[76] 



TWELFTH MEETING 

The Golden Rule 

Password: Fair Play. 

To the Teacher: The aim here is to inculcate a respect for the property 
rights of other people as an application of the Golden Rule, which 
is one of the basic laws of God's kingdom. 

Materials Needed for This Meeting: Worship and Song; those required 
for the play period, and for the handwork to be continued from pre- 
ceding meetings; blackboard; Bible. 

Program 

1. Play Period: approximately 30 minutes 

2. Work Period: approximately 60 minutes 

3. Instruction and Business: approximately 30 minutes 

1 Play Period 

For the play period this week give a " Marvelous Midget " perform- 
ance as follows: (The illustration on this page shows how the Midget is 
made up.) The performer puts 
shoes and stockings on his hands 
to represent the feet of the 
Midget, and the assistant behind 
the curtain furnishes the hands. 
The background may be a cur- 
tain, as shown in the illustration, 
or it may be made of two screens, 
with a rod put across the top of 
the screens and the curtain hang- 
ing from the rod. Be sure the 
curtain is fastened together so as 
entirely to hide the assistant and 
the feet of the performer. The 
hands of the performer rest on a 
table, thus giving the actor the 
appearance of standing or sitting. 

If the performer and the as- 
sistant are of the same height, 
the performer should stand on a 
small box. The Midget may be dressed as a man or a woman. A large 
blouse opened in the back and a child's short skirt would make a costume 
for a woman. A pair of child's bloomers or the bottoms cut from an 




77 



THE JUNIOR CITIZEN 

old pair of trousers, with a blouse, sash and turban, would do for a man's 
costume. The Marvelous Midget tells stories, sings and dances, accord- 
ing to the talent of the performer. He makes appropriate gestures with 
his hands. If the Midget is dressed as a woman, she may carry a child's 
parasol, a fan, or a hand-bag. The hand-bag might contain candy kisses 
to be thrown to the children at the close of the performance. 

2 Work Period 

The handwork for this session will be a continuation of that begun 
at previous meetings, with any additions desired. 

3 Instruction and Business 

a. Story 

Gideon and the Midianites 

On a blackboard outline a map of Palestine (with the Jordan River 
and the seas). Indicate Ophrah, in Samaria, and the Plain of Esdraelon. 
Pointing to Ophrah, state: Here lived a man named Gideon. All around 
him in this region lived his fellow countrymen, the Israelites. 

The Israelites were farmers and shepherds and keepers of vineyards, 
so they depended upon their crops and their flocks for their living. Now 
over here (indicating the desert) on the other side of the Jordan were 
Bedouin tribes, people who wandered from place to place in the desert 
like the Arabs of today, carrying their tents hither and thither, with no 
settled homes. 

These Bedouin tribes were often robbers, and a great trouble to their 
peaceable neighbors who worked for their food and maintained homes. 
The Midianites were one of these tribes of desert robbers and every year 
they would cross the Jordan River and make raids upon the land of Israel. 

The people of Israel would plow their fields, sow their seed, tend the 
growing plants, and wait hopefully for a good harvest, which meant 
plenty of food for the winter. Then when the gardens were just growing 
well, down would come a horde of Midianites who would pitch their tents 
in the Plain of Esdraelon, just outside the land of Israel, and let their 
cattle loose to feed in the pastures of the Israelites, and as soon as the 
grain had ripened in the field and other vegetables were ready for picking, 
a band of these marauders would creep in at night and steal all that they 
could get, — cows and sheep as well as vegetables and grain. 

The people of Israel had no leader to get them to stand together and 
drive off these Midianites, so year after year they plowed and sowed and 
finally lost their harvest. This, of course, left them poor in spite of the 
fact that they had worked hard. If the Israelites were able to save 
anything for themselves they had to hide it. 

Then, one day, the Midianites grew very bold and killed some of the 
Israelites. The men whom they killed were brothers of Gideon. Now, 

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THE JUNIOR CITIZEN 

doubtless, many of the Israelites knew that this situation was all wrong, 
that it was not right to allow the Midianites to do such things. They 
knew that it was not right for their children to go hungry on account of 
these desert robbers who tried to get their food without working. But 
this went on year after year and nothing was done about it. 

At length there came a time when Gideon thought very seriously 
about the sad plight of his countrymen and the wrongs which they 
suffered. One day he was threshing out wheat, which he had been able 
to save from the thieves, in the hollow of a large rock at the foot of a 
hill. This place was called a winepress, for ordinarily it was used for 
pressing the juice out of grapes. In such a place Gideon could feel that 
his wheat was safe. 

As Gideon worked and thought that day, there came to him a mes- 
sage from God, and this was the message: 

11 The Lord is with thee, thou mighty man of valor." 

And Gideon said, " If the Lord is with us, why then have we suffered 
so much from the Midianites? And where are all his wondrous works 
which our fathers told us of? " 

And God said, " Go in thy might and save Israel from Midian." 

" How shall I save Israel? " replied Gideon. " Behold my family 
is the poorest in its tribe, and I am the least in my father's house." 

" I will be with thee," said God. 

And the Spirit of the Lord came upon Gideon, and he resolved to 
trust in God and drive out the thieves. He blew a trumpet, and his own 
clansmen gathered about him. He*told them of his plan and of God's 
command; and they rallied to Gideon's side. Then they sent messen- 
gers to other tribes, and they came up to join Gideon. 

Gideon and his army pitched camp beside the spring of Harod, and 
the Midianites were north of them in a valley near the hill of Moreh. 
(Indicate these places on the map.) 

Now God was guiding Gideon, and he said, " The people are too 
many. Command those who are afraid or trembling to go back home." 

Gideon did as God commanded and about twenty-two thousand 
went home. And God said, " The people are yet too many. Take them 
down to the water and I will test them for thee." (Read from the Bible 
Judges 7 : 4b-8.) 

Then Gideon divided his three hundred men into three companies, 
and gave each man a trumpet and a pitcher with a torch inside the 
pitcher. And he said to them (read Judges 7 : 17, 18). Now it was 
night and the Midianites were asleep, but when they heard the blast of 
the trumpets and the crash of the pitchers and saw the flaming torches 
they thought that a great multitude of soldiers were upon them, and 
they jumped to their feet and ran. And as they ran Gideon's small 
army of three hundred blew their trumpets and shouted, u For God and 
for Gideon." 

Thus Gideon drove the Bedouin robbers from the land of Israel.' 

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THE JUNIOR CITIZEN 

b. Conversation 

How Our Rights are Protected 

There are no nomadic tribes to pounce down upon us and take away 
our property, but sometimes there are people in the town or city who 
would take other people's things if they got a chance. By being banded 
together into a town we have ways of making people respect the rights of 
others and leave their things alone. (Ask, Why do we have laws? 
Point out that they help us all to get our rights and to protect the good 
citizens from those who would harm them.) A few weeks ago we made 
an investigation to see how helpful our town is. Now it so happens that 
there are some people who are not helpful; therefore, we must have laws, 
and courts, and policemen to enforce the laws. These laws have been 
made by the people themselves. People who do not obey the laws have 
to lose the privileges of citizenship. " Justice for all " is what the flag 
salute says. (Quote from the Athenian boy's pledge: " We will revere 
and obey the city laws, and do our best to incite a like respect and rever- 
ence in others.") Wouldn't it be fine if it could be said of this town, 
" Nobody ever breaks the law"? Then it would be a very popular 
town. We can help to give our town that reputation. It might even 
become famous. 

The Right to Own Things 

Some things in this town belong to all of us. Some things are yours 
only and some are mine only. You have no right to use mine and I have 
no right to use yours without permission. You may have a bicycle or 
a sled and in a law-abiding community it would be perfectly safe to leave 
them in your yard. Or, perhaps your house is on the corner of a street, 
and your lawn makes a good short cut for those who are passing. How 
can your lawn be protected from such trespassing? (Speak of " No 
Trespassing " signs.) Continuous crossing over a lawn soon spoils it, 
and that is unfair to the owner. " How would I like to have somebody 
do that to me? " is a question we ought to ask ourselves sometimes. If 
we follow the Golden Rule we shall take care of other people's things. 
(Have the Golden Rule recited and ask where it is found in the Bible — 
Matthew 7 : 12 or Luke 6 : 31.) Jesus taught that that was one of 
God's laws. (Mention the Lord's Prayer and quote: " Thy kingdom 
come. Thy will be done, as in heaven, so on earth," and point out that 
we can help to answer that prayer by obeying the Golden Rule.) 

Some farmers complained that automobile parties were stealing 
vegetables from theirjfgardens, therefore laws were passed with a special 
penalty for this offense. Why is it mean to rob a farmer's garden? 
(Call attention to how the farmer has labored Under the burning sun and 
how eagerly he has looked forward to a good crop. When the crofts are 
grown they are his and it is decidedly unfair for a passer-by to take any- 
thing from his garden.) Why would it not be right to take even one 

[So] 



THE JUNIOR CITIZEN 

cucumber? (Point out that a great many people may pass by, and if 
each took a cucumber, what would become of the crop?) 

Another way to practise the Golden Rule is to find the owner of 
property which you find. A boy coming home from Sunday school found 
a small purse on the sidewalk. He picked it up and found that it con- 
tained nothing but a key. He first thought he would take it home, but 
he finally decided to leave it there, because it was not valuable enough to 
pay for advertising and because he thought the one who lost it might 
come back to look for it. Was that the best thing to do? If the purse 
had contained something valuable, what should the boy have done? 
(Have the children recite again in concert the Golden Rule.) 

c. Story « 

The Honest Farmer l 

There was a war in Germany long ago, and thousands of soldiers 
were scattered over the country. A captain of cavalry, who had a great 
many men and horses to feed, was told by his colonel that he must get 
food from the farms near by. The captain walked for some time through 
the lonely valley, and at last knocked at the door of a small cottage. 
The man who opened it looked old and lame. He leaned on a stick. 

" Good-day, sir," said the captain. " Will you kindly show me a 
field where my soldiers can cut the grain and carry it off for our army? " 
The old man led the soldiers through the valley for about a mile, and in 
the distance they saw a field of barley waving in the breeze. 

11 This is just what we want. We'll stop here!" exclaimed the cap- 
tain. 

" No, not yet," said the old man. " You must follow me a little 
farther." 

After another mile or two, they came to a second field of barley. 
The soldiers alighted, cut down the grain, tied it in sheaves, and rode 
away with it. 

Then the captain said to the old farmer: " Why did you make us 
walk so far? The first field of barley was better than this one." 

" That is true, sir," answered the honest old man; ■' but it was not 
mine." 

d. Conversation. Why do you suppose there is a law against shoot- 
ing craps? What about playing marbles for keeps? Is it worth while? 
Which is the best sportsmanship, to play for the fun of playing well, or 
to play to get something from somebody else? 

e. Song, " Sing We of the Golden City," in Worship and Song. 

Two Commandments 

Long ago God was guiding a people through a wilderness to a new 
home in what they called the promised land. God chose a man to work 
for him as the leader of the journey; one day Moses, that leader, went 

1 By Ella Lyman Cabot in Ethics for Children. Used by permission of and special arrangement with 
Houghton Mifflin Company, the authorized publishers. 



THE JUNIOR CITIZEN 

up into a mountain to talk with God, and God directed him to take to 
the people a set of laws which they needed in order to live together suc- 
cessfully. Two of those laws told them how they should feel toward and 
treat things which belonged to other people. They are the Eighth Com- 
mandment and the Tenth Commandment. Who knows them? (Have 
them learned if they are not known.) We should all remember that 
those laws and the Golden Rule are laws of God's kingdom. 

/. Prayer 

g. Song, " Dare to be Brave." 

h. Business. Have the " moderator " conduct any business that 
should come before the meeting, and give out the next week's password. 
Sing the club song, " Neighbor Mine." , 



[82 



THIRTEENTH MEETING 
The Golden Rule 

Password: The Golden Rule. 

To the Teacher: Through this lesson we aim to lead the pupils to practise 
the Golden Rule as one of the basic laws of God's kingdom, by re- 
specting the right of other people to personal safety. 

Materials Needed for This Lesson: For the play period : newspapers, two 
blackboards, chalk, a pillow, paper and pencil (for keeping score) ; 
for the handwork, as at preceding meetings; copies of the song, 
" Neighbor Mine; " hymn-books. 

Program 

1. Play Period: approximately 30 minutes 

2. Business and Instruction: approximately 30 minutes 

3. Work Period: approximately 60 minutes 

1. Begin with the play period, for which the following active games 
are suggested: 

Newspaper Race. Each contestant is given two half sheets of a 
newspaper. At a given signal, he places one sheet on the floor in front 
of him and steps on it with his right foot. He then places the second 
sheet on the floor, steps on it with his left foot, and so on across the room 
and back to the starting line. The player first getting back to the 
starting line, without having touched his foot to the floor, wins the race. 

Relay Drawing Race. The opposing teams line up on the opposite 
side of the room from two blackboards. Divide each blackboard into 
several columns, and at the top of each column write the name of some 
object to be drawn (cat, chair, spoon, Ford, and others), having the 
names of the objects written on the two blackboards correspond. The 
first player in each of the opposing lines is given a piece of chalk. At a 
given signal, each player races to his blackboard, draws in the first column 
the object written at the top of that column, races back, gives the chalk 
to the second player in his line, and goes to the end of his line. As soon 
as the second player gets the chalk, he races to the board, draws the 
object in the second column, and so on, until every player has been to 
the board and drawn. The side finishing first wins the game. Then 
try to decide which team drew the best pictures. 

If the blackboard space is limited, the vertical columns could be cut 
by horizontal lines, thus forming squares. When the top row of squares 
has been filled with drawings, begin on the second row, and so on. If 
but one blackboard is available, divide it in halves, giving each team a 
half. 

[83] 



THE JUNIOR CITIZEN 

My Uncle Has Just Come Back from India. This game is best 
played with a small group. A large group of children might be divided 
into small groups, all playing at the same time. All the players kneel in 
a circle. Player one, who should be a leader, says to player two, " My 
uncle has just come back from India." Player two asks, " What did he 
bring you? " Player one answers, " A pair of scissors," and makes the 
fingers of his right hand go like a pair of scissors. Player two then turns 
to player three and carries on the same conversation, making his fingers 
go, and so on around the circle. The second time around, player one 
repeats the same conversation, but this time the word " fan " is substi- 
tuted for " scissors," and the left hand sways back and forth like a fan, 
while the right hand continues to go like the scissors. The third time 
around a cuckoo clock is represented by nodding the head and saying, 
11 Cuckoo, cuckoo, cuckoo." The fourth time a rocking horse is shown 
by swaying the body back and forth. The fifth time, if desirable, the 
player gets tired and falls against the second player, which act pushes 
them down all around the circle. 

Poor Pussy. This is supposed to be a very solemn game, and is 
best played after a lively game, such as the one described above. The 
players sit in a circle, except one who is to be Pussy. Pussy kneels down 
on a pillow in front of another player and says very pathetically, " Me- 
e-ow." Without a sign of a smile, the player says, " Poor Pussy." 
Pussy has three trials to make the player smile, and if she succeeds, he 
must take the pillow and try to make another player smile. If he fails, 
Pussy has to try some other player until she succeeds. 

This game may be made into a contest between the boys and the 
girls of a group. There would then be a girl and a boy each taking the 
part of Pussy, while a scorer would note the number of smiles won by 
each side. Conclude this period with the song, " Neighbor Mine." 

2 Business and Instruction 

a. Transaction of class business. The clerk should report the 
progress of the handwork. The purchasing agent reports expenditures; 
the treasurer reports the amount of money in the good-will box. 

b. Instruction 

Laws that Represent the Golden Rule 
Recite together the Golden Rule. How does being banded together 
into a town help us to live up to that rule? Explain that citizens by 
banding together can agree upon certain laws which will show each how 
he is expected to treat his fellows. 

Last week we found out that in a neighborhood where the Golden 
Rule is followed every person's property is safe, and that some of our 
laws show us how to apply the Golden Rule to the way we take care of 
the things that belong to other people. 

What are some of the laws which represent the Golden Rule? Some 

[8 4 ] 



THE JUNIOR CITIZEN 

of them make our lives safe. Consider the laws for the disposal of refuse. 
How do those laws make your life safe? (If your group lives in a com- 
munity where the responsibility for disposing of refuse is dependent upon 
the individual, ask, Why is it not right to allow rubbish to collect in back 
yards?) 

What law makes you feel safe when you buy meat or fish at a mar- 
ket? What law helps to keep scarlet fever and diphtheria from spreading 
all through the neighborhood? How can you help to prevent the spread 
of diseases? (Speak of voluntarily keeping away from others if feeling 
ill, and of being careful about coughing.) 

Ask, When sidewalks are icy in winter, why should we scatter ashes 
on them? There is a law which tells how fast an automobile may be 
driven, and there is a law which says, " Keep to the Right " in crowded 
places. Why do we have those laws? 

Volunteering to Keep the Golden Rule 

Will a good citizen do only what the law says he must do, or will he 
do all that he can see to do to help the people of the neighborhood? For 
instance, if the street were dug up for the laying of pipes or for some 
other purpose, the workmen would place a lighted lantern there at night. 
If the lantern went out, what would you do about it? There is no law 
about this, but anyh onorable person would help to safeguard the lives 
of other people and animals. Do you know a famous story of a boy who 
saved many lives and much property by stopping a hole? (They have 
probably all heard the story of " The Little Hero of Haarlem." If not, 
tell it. If they have, let them tell it. The story may be found in How 
to Tell Stories to Children, by Sara Cone Bryant. Have the pupils 
memorize and recite the two Old Testament commandments used in 
last week's lesson and the Golden Rule. Have the class recite together 
the parable of the Good Samaritan.) 

3 Work Period 

Continue work of preceding meetings: bird and squirrel-houses, 
community model, gifts, and poster. 



[85] 



FOURTEENTH MEETING 
The Town Beautiful 

Password: " As ye would that men should do to you, do ye also to them 

likewise." 
To the Teacher: The purpose of lesson fourteen is to lead the pupils to 

practise the law of helpfulness by taking care of public property. 
Materials Needed for This Meeting: Song, " America, the Beautiful," 

picture post-cards, pencils and paper (see play period), copies of 

" Neighbor Mine," Worship and Song. Have you engaged stereop- 

ticon slides for lesson 16? 

Program 

1. Instruction and Business: approximately 30 minutes 

2. Work: approximately 60 minutes 

3. Play: approximately 30 minutes 

1 Instruction and Business 

a. Memory Work, the parable of the Good Samaritan. 

b. Song, " America the Beautiful." Make this a memory hymn, 
using it with the next four lessons. After the pupils have sung all of the 
hymn with their books, try one stanza at a time without the books. 
After that allow the children to pass around the room and observe 
scenery on picture post-cards. Reassemble and ask each one to tell 
which view he liked best. 

c. Conversation. Beautiful Places in Our Town 

I wonder if our town is helping to make America a beautiful country. 
Suppose a Junior civic club from another town came here and we were 
to show them the best things we have. We would show them some of 
the places where helpful work is going on, which we visited a few weeks 
ago. But where would we take them to let them see that this is a beau- 
tiful town? (Let the pupils think of such places.) 

Why We Want a Beautiful Town 

How many have heard the legend of the Great Stone Face? (Tell 
it or recall it.) Which is better for us, a neighborhood of ramshackle 
houses with waste paper blowing about the streets, broken fence rails, 
window-blinds hanging by one hinge, or a neighborhood of clean streets 
lined with shade trees, tidy lawns, flower-beds, houses well painted and 
not too close together, and everything in order? With which kind of 
place do you think God would be most pleased? Why? What has he 
done that we may have beautiful things to look at? (Lead the pupils 

[86] 



THE JUNIOR CITIZEN 

to think of the out-of-doors as God's gift. Speak of the trees, sky, stars, 
clouds, grass, rivers and brooks, mentioning, too, the various colors. 
Carry the pupils' imagination back to the time when the community 
was a beautiful forest.) Who made this place beautiful before our ances- 
tors came here and built houses? Do you not think, then, that He would 
like his people to do all they can to keep it beautiful when they change 
the forests into cities and towns? (Refer again to any beautiful spots 
in the community such as parks, woods, beach, common, and public 
squares where flowers are planted in summer.) These things did not 
just happen. (Show the part the citizens have in maintaining them.) 
We spend money taking care of these places because the citizens of this 
town want them. We want this town to be beautiful for two reasons: 
so that visitors will like to come here, and because it is good for us. 

d. Song, " My God, I Thank Thee " (in Worship and Song). 

e. Conversation. How can boys and girls help to keep up the appear- 
ance of the town? (The teacher will need to make local observations 
and direct the discussion thereby.) Some general ways are: 

(1) If you see some one carving his initials on a lamp-post or writing 
on his neighbor's house, get him a stick of wood and tell him to use that 
because you do not want your property defaced. If a visitor to a certain 
street saw houses and posts defaced he would suspect that an undesirable 
class of people lived on that street. 

(2) After a snowstorm, a neighborhood is much more attractive if 
the paths are carefully and evenly shoveled instead of a mere track being 
made. It is never pleasant to see refuse or rubbish thrown out upon the 
snow. We can help to make our neighborhood beautiful after a snow- 
storm. 

(3) In the spring most towns have a clean-up week. What do we 
do then? In one town a man was very anxious to have a common. 
After he had succeeded in getting the common, he was anxious to have 
it well cared for, so every morning he would go out with a long stick and 
pick up any scraps of paper which he saw lying about. After a while 
the town hired a man to keep the common clean, and placed waste barrels 
here and there. 

(4) What is Arbor Day for? Juniors can plant trees. 

What else can you do in the spring and summer? (Speak of garden- 
ing, keeping the streets clean by picking up papers.) What is still better 
than just picking up the papers? Suggest that covers can be placed on 
barrels so that the papers cannot escape. 

(5) Why do we not pick flowers from a bed in the common? 

(6) If you went to the woods or to the beach for a picnic, why 
would you gather up all the waste before leaving the grounds? 

(7) If an ambassador from France came to America would you like 
to have him ride through your street? Look about your street and 
think out what improvements you would make if you heard such a visitor 
were coming. 

[87] 



THE JUNIOR CITIZEN 

A Definite Cooperative Effort for the Group 

Turn the meeting over to the boys and girls for transacting the 
business; let them discuss and choose certain things which they can do 
together to help beautify their community. Begin with the church, and 
suggest that some seeds be planted in the spring somewhere on the 
church lawn. Discuss suitable flowers and probable cost, and maybe 
the pupils will vote to use some of the money from their good-will box to 
purchase the flowers or seeds. Another service they may render the 
church is to keep hymn-books and Bibles in good condition. Have them 
vote as to whether they will mend some torn books. Worn-out chairs 
may be reseated. The boys of the club may be divided into groups, 
each group to undertake to free certain streets of paper during the com- 
ing week. Let them take long, pointed sticks and, three or four boys 
working together, count the number of pieces they pick up. A report 
from each group may be given next week. Conclude this part of the 
session with the song, " Neighbor Mine." 

2 Work Period 

Continue and finish up the community model and the gift work. 
Definite and final decision should be made as to the disposition of the 
gifts among friends in the community, at least of those not previously 
disposed of. An excellent opportunity for taking care of public property 
is afforded by requiring the pupils to take good care of their work ma- 
terials and all church property, such as chairs and hymn-books. 

3 Play Period 

Town Beautiful Walk. Take the children on a walk for the purpose 
of observing ways in which they think their town may be made more 
beautiful. Provide each child with a pencil and paper, and ask that each 
note on his paper the ways in which he thinks his town may be improved : 
as, (1) Paint the house at No. 1 Blank Street; (2) Repair broken step; 
(3) Pick up rubbish on vacant lot; (4) Mend sidewalk on Blank Street. 
At the end of the walk, ask each child to sign his paper and pass it in 
next week. Tell the children at the beginning of the walk that the names 
of those with the three longest lists will be read at the next meeting. 



[88] 



TOPIC III 

OUR COUNTRY 

FIFTEENTH MEETING 

Gratitude 

Password: Neighbor Mine. 

To the Teacher: We are ready now to take the pupil outside his own 
community into the larger world represented by our country. 
Since the main aim in these lessons is to awaken feeling and establish 
attitudes, the geographical line will not be sharply drawn. 

The outstanding theme in this series on helpfulness in our country 
is gratitude, the plan being to stimulate that attitude through lessons 
fifteen, sixteen, and seventeen, and then in the eighteenth lesson to lead 
the pupils to show their gratitude by sharing with people in various 
parts of our country. These ends are to be attained by showing the 
interdependence of all of us for both our common needs and luxuries. 

In " By Way of Explanation," paragraph Looking Ahead, it was sug- 
gested that very early in the course the teacher write to various organiza- 
tions for names and addresses of people with whom the children might 
share. That information will be needed in the eighteenth lesson. (Read 
lesson eighteen now.) 

A new club is to be organized today, details of which are given under 
11 Business " below. The purpose of the club is to have the pupils make 
investigations which will awaken interest in people of different nation- 
alities in our country, and which should create a feeling of friendship for 
them all, recognizing them as brother Americans, having as much right 
to be here as our forefathers had. 

It is possible that the children will have tired of the password idea 
by this time. If so, that feature may be discontinued. Suggestions are 
made in these lessons, however, for those groups which care to use them 
right along. 

Materials Needed for This Meeting: Worship and Song, World's Work 
magazine, Bibles, materials for work period, and those required for 
the play period; notebooks needed by club. officers. Begin looking 
for pictures of a steamboat, an airplane, a train, and a telephone for 
use in lesson seventeen. Order stereopticon slides for lesson 19. 

Program 

1. Instruction and Business: approximately 45 minutes 

2. Work Period: approximately 60 minutes 

3. Play Period: approximately 15 minutes 

[8 9 ] 



THE JUNIOR CITIZEN 

1 Instruction and Business 

a. Song, " O Beautiful for Spacious Skies " (memory hymn). 

b. Story 

God's Care in the Wilderness 

The people of Israel were traveling through a wilderness. They 
had fled from their homes in Egypt because the king of the country had 
treated them with much unfairness, had made them slaves and would 
not allow them to worship God in their own way. 

There was one man in particular, a shepherd-prince, who could not 
bear to see the injustice meted out to his kinsmen. This shepherd-prince, 
whose name was Moses, was now leading them in their flight and in their 
search for a new home where they might be free and where they might 
worship their own God in their own way. 

So eager were they for that new home and so grateful were they to 
be released from the rule of the unfair king that they called that unknown 
country the promised land. It was a long journey through a hot and 
lonely desert. But on and on they went, day after day. Sometimes 
they were afraid to go farther for fear some unknown danger might befall 
them; but the shepherd-prince was not afraid, for he kept trusting in 
God and following his guidance, and with God's help he encouraged the 
others. 

Often they told stories of their ancestors, Jacob, Isaac, Rebekah, 
Joseph, and Abraham; and one of the stories told of a message from God 
that once came to Abraham. It was this: 

" I will make of thee a great nation, and I will bless thee, and make 
thy name great." 

So they hoped that now they were traveling toward that land where 
they would be free, where they might become a great nation and worship 
God. 

Sometimes it was very hot, the people were tired and the journey 
seemed too difficult. At those times, however, the shepherd-prince 
would cheer them by telling the story of Abraham's message, " I will 
make of thee a great nation, and I will bless thee, and make thy name 
great." He would urge them to be loyal to God, and then they would 
all take heart again and go on. 

Once they came to a place where there was no water. The people 
begged the shepherd-prince to find water for them. Their throats felt 
just as hot and parched as the sand looked; they thought that soon they 
would no longer be able even to ask for water. " But be patient," the 
shepherd-prince would say, " and keep on, for we shall surely find water 
soon." And they did find water. 

After a time, however, another very grave disaster faced the travel- 
ers. You remember how they had left Egypt in great haste, taking with 
them only what they could get together in a hurry. Alas, they found to 
their dismay that the food they had brought was nearly gone, and there 

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they were far from any market-place or growing things. " We dare not 
go on," was the cry of many. '■' We shall die of hunger and gain nothing." 

11 And the whole congregation of the children of Israel murmured 
against the shepherd-prince in the wilderness and said: Would that we 
had died by the hand of Jehovah in the land of Egypt, when we sat by 
the flesh-pots, when we did eat bread to the full; for you have brought 
us forth into this wilderness, to kill this whole assembly with hunger." 

Moses knew that the food could not last. He knew that the prom- 
ised land was still a far, far journey. " Truly," he thought, " the people 
cannot go on to the promised land unless they have food." 

He thought how the children would one by one grow weak and 
faint and drop out of the company; he thought how the mothers would 
next be compelled to give up the journey and they would drop by the 
roadside, asking in vain for food which could not be obtained. He 
thought how his strong men would slowly lose their strength, and how in 
time they would all die in the wilderness. 

" Go back to Egypt," he said to himself, "to be the slaves of the 
king from whom we have been so glad to escape? Is this, then, to be 
the end of all our hopes? " 

But God saw their trouble. He, too, knew that the people must 
have food for their journey. When the shepherd-prince thought about 
it and prayed about it he was certain that there was food not far away, 
for God seemed to be telling him something. God told him to take a 
message to the people. 

The shepherd-prince went, called the people of Israel about him, 
and told them that he had been talking with God about their trouble 
and that this was the message God had sent for them: 

" I have heard the murmurings of the children of Israel: speak 
unto them, saying, At even ye shall eat flesh, and in the morning ye shall 
be filled with bread; and ye shall know that I am Jehovah your God." 
When the people heard that message, they regained their courage and 
went on. Eagerly they looked forward to each day's end. " Shall we 
have meat tonight? " they asked. Anxiously they awakened every 
morning, and one question was asked by all, " Shall we have bread this 
morning? " 

11 Flesh in the evening, and bread in the morning," was the message 
the shepherd-prince had brought from God. Then, one day, before they 
had traveled much farther, they came upon a flock of quail, so many 
that they covered the camping-ground. The travelers ate the quail and 
were grateful. . . . "In the morning the dew lay round about camp. 
And when the dew that lay was gone up, behold, upon the face of the 
wilderness a small round thing, small as the hoarfrost on the ground." 

Now these people had never seen any of this kind of food in Egypt 
and they did not know what to call it; therefore they gave it a name 
themselves, and called it manna. 

The people had been so hungry and so fearful lest they find no food 

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that they thought of this manna as a gift from God. As they continued 
their journey they said one to another, " We must never forget what 
happened in this place. Let us save some of this manna and keep it as 
a reminder of God's care for us when we were hungry." 

So they gathered some of the manna and put it into a jar and kept 
it, that the story might never be forgotten. 

Afterward, when they had their home in the land of Canaan and 
they told over and over again the story of how God took care of them in 
the wilderness, the jar of manna was ever a reminder to them to be 
grateful. 

c. Conversation 

When the Pilgrims found that their first year's crops had been a 
success they held a Thanksgiving Day because they were grateful to 
God for his help. How had God helped them? He it was who gave them 
their harvest, but he helped through a man whom he chose for his assis- 
tant. Who was the man? God made the laws by which the corn should 
grow, but Squanto showed the Pilgrims how to work in accord with those 
laws in Plymouth. 

Ask the pupils where their good things come from, pointing out that 
God works through people to supply our needs. For instance, coal lies 
in the earth, but if certain people do not work, the coal will do us no 
good. Therefore, we owe gratitude to the miners who toil underground. 
(At this point let the children tell what they have heard or read about 
the work in the coal mines. Suggest that many accidents have taken 
place in mines which could have been prevented if those in charge had 
been grateful enough to the workers to make their work safe. State 
that when these boys and girls are grown up they may be able to do 
something fine to safeguard the lives of those who work in order that we 
may have comfortable homes. Our government tries to protect them.) 

A Heroic Miner 1 

The miners show unusual bravery and 'often one has risked his own 
life to stand by and help a comrade. John Slovac was one of those. 
One night as a number of men were at work in one of these mines a huge 
slab of coal suddenly leaped from its place, with a terrific roar, and water 
engulfed the room. The force of the flood put out the lights and terror 
raged in utter darkness. The crest of the incoming wave struck the cars 
on the track and shot them along the passageway; the workmen jumped 
for the cars, and clinging to them desperately, were carried with the flood 
to the shaft, up which they escaped. With anxious eyes they took in- 
stant count of their number — two men were missing! 

When the break took place, a laborer, called " Old Joe," had been 
working in the farthest part of the room. The old man was neither 
quick nor strong, — he could not flee with lightning haste, he could not 
wrestle with such a death, — must he perish alone while younger men 

1 From Comrades from Other Lands, by courtesy of Fleming H. Revell Co., New York. 

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escaped? The end seemed very near, but a brave heart was nearer. 
Young John Slovac leaped to Old Joe's side in the darkness, and fighting 
to keep their heads above the rising water he dragged and carried him to 
a passageway which led upward to temporary safety. The water soon 
shut them in and there they were hidden for over two days and nights. 
The miners who had escaped gave the alarm, and pumps and siphons 
were put to work to lower the water. At the end of fifty-six hours a 
rescue party was able to enter the mine. With anxious hearts they 
groped their way, fearful lest they were too late. But when their lights 
penetrated the room, weak voices answered their call. The men still 
lived! John had saved Old Joe. 

John Slovac, — that does not sound like an old-time American name. 
(On a map show the homeland of the Slavs, saying that that is where 
John Slovac came from. The World's Work magazine for July, 1921, 
contains such a map.) There are other Slavic men, women, and children 
in America many of whom work in the mines. So, when the fire burns 
brightly and warms your home, think of John Slovac's people. 

Suppose we think now of some other people who work that we may 
have things. Where did that cotton dress which you are wearing come 
from? (Let the children discuss this question freely.) The cloth was 
probably bought in a store here in our town, but the storekeeper got it 
from a mill and in that mill are many, many people working, each at his 
own task, but all together changing raw cotton into cloth. 

The cloth may have been made in a northern mill, or possibly one 
in the south. Much of our cotton cloth, though, is manufactured in 
Lancashire, England, because the climate there is most favorable for the 
work. Who works in the mills? All kinds of Americans, those whose 
families have been Americans for a long time and those who have just 
recently come from across the seas, — Poles, Slavs, Fins, Lithuanians, 
and others. Then, too, we must think of the English workers in Lan- 
cashire. 

The mills, however, did not make the raw cotton. That probably 
grew in our southern fields. Who picked the cotton? We depend, then, 
upon many people of different races for our cotton dresses. The same is 
true of our woolen clothes. Perhaps the wool in your coat or cap grew on 
the backs of sheep in Australia. So to our list of those who are doing 
something for us every day we must add the shepherds of Australia. 

Think of the lumber from which some of our homes are built. 
Where are the lumber districts of our country? (Day-school reading 
has provided the pupils with such information.) The men who work 
in the logging districts are called lumberjacks. As in the cotton mills, 
so in the lumber camps we find both American and foreign workers. 
These lumberjacks have no settled homes. While in the woods they 
live in shacks, some of which are uncomfortable and unhealthful. The 
work of driving the logs down-stream is especially dangerous as the men 
have to " ride the logs." The life at the lumber camps after working 

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hours is often lonely and dull, and is made more so when the " shack " is 
an untidy room with little or no ventilation, which was often the condition 
in former times and is now in some camps. 

The lumberjacks who cut the timber for our homes were forgotten 
by the rest of the world until a home missionary discovered that there 
were things they needed. Most of all, they needed a friend, and the 
missionary became the friend in need. One of the first missionaries to 
help the lumberjacks was Mr. Frank Higgins. The lumberjacks called 
him the " Sky Pilot ; he was loyal to them and they were loyal to him. 
The " Sky Pilot " helped to get better " shacks " for the lumberjacks to 
live in; through his influence cleaner and better ventilated houses, with 
shower-baths, and steam heat have taken the place of the old kind, and 
in some encampments game and reading shacks have been added. There 
are quite a number of " sky pilots " now helping out those workers in 
the cold, lonely woods who cut timber for our houses. 

In the summertime, out in, the wheat fields of the West, you might 
see some of these same workers harvesting grain for our winter supply. 
This, too, is work which does not last long, and then the workers move 
on to another place. Other kinds of work, also, are done by workers 
who travel from place to place. Some of these traveling workers take 
their families with them. That means, of course, that the children have 
a poor chance of getting their education, besides missing many other 
benefits of living in a settled home. But, you see, their fathers are doing 
a necessary work. How do you suppose the rest of the people in the 
country can show their gratitude to these workers? Something can be 
done for the children. There are some people who show their gratitude 
to these workers by keeping a special school for the children in the places 
where they are stopping, and also for the grown-ups if they do not know 
how to speak English. They also conduct entertainments for children 
and their parents. 

So far we have spoken mostly of workers in our own country. If we 
should think further about this, we would find that we depend upon 
people outside our own country also for many things; and, in turn, they 
depend upon us. 

d. Song. " For the Beauty of the Earth " 

e. Prayer (of gratitude for these workers and their gifts to us). 

/. Conversation. Here is a game to play all through the week. 
The name of it is Brother of Mine. This is the way to play it: When you 
use something or eat something, ask yourself, What brother of mine 
sent me this? Then ask somebody, or look in books, for some interesting 
facts about those brothers. You will find some help in your schoolbooks; 
your teachers and parents and librarian will help you, too. Sometimes 
you will find that that particular brother lives in America, and some- 
times that he does not live in America. Don't forget the name of the 
game. Next week we will play the game here, and each will be asked to 
report upon what he has found out. We shall have a good time exchang- 

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THE JUNIOR CITIZEN 

ing " finds," and the one who reports on the greatest number of different 
things will win the game. 

e. Psalm 100. (Have the class read it together. Make it a memory 
psalm to be learned during the remaining weeks of the course.) 

/. Business 

A new club is to be organized now to take the place of the " town " 
which functioned with the community lessons. The Junior Discoverers 
is suggested for the name of the club, although the children must have 
freedom to choose their own name if they wish. This club may be 
carried on for four weeks including the day when it is organized, or while 
the lessons center about helpfulness in our own country. 

The officers may be a chief discoverer, four assistants to the chief, 
and lieutenants, with duties as follows: 

1. The chief discoverer will direct the work and conduct the business 
meetings. 

2. The first assistant to the chief will take the chief's place when 
the latter is absent. 

3. The second assistant to the chief will keep a record of the " finds." 

4. The third assistant to the chief will keep the " minutes " of the 
meetings, including such details as the character of each play period and 
the handwork of each meeting. 

5. The fourth assistant to the chief will keep a record of the atten- 
dance of each discoverer. That can be done in a unique way by having the 
lieutenants, as soon as they have arrived and given the password, report 
their presence individually to the fourth assistant, who will mark them 
present in his book. (The teacher should have a record book ready, or 
the one used with the community lessons may be continued.) 

The remaining members of the club will be lieutenants. They will 
be assigned to find out things and to report at the meetings. 

At this first meeting, have the officers elected by the children. Then 
have the chief discoverer give to the officers ribbon bows, a different 
color being assigned each officer. Those who are to be lieutenants file 
past the chief to receive their appointments. To each the chief gives a 
ribbon bow to wear, and as he does so names the member as lieutenant 

(supplying the member's name. The fourth assistant writes in 

his book each name in turn preceded by the title). 

The chief discoverer will then conduct a business meeting. The 
first assignment of discovery will be to play the game, Brother of Mine, 
described above by the teacher. Each lieutenant will be expected to 
report a " find," and each " find " will be listed in the book of the second 
assistant to the chief. 

At the next meeting other investigations will be assigned. Remind 
the pupils at this point that when they arrive next week they are to re- 
port to the fourth assistant. Give out copies of the new club song as 
follows : 

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THE JUNIOR CITIZEN 
JUNIOR DISCOVERERS 

(To be sung to the tune of Co-ca-che-lunk) 

Junior Discoverers bold and fearless, 
Junior Discoverers brave and free; 
Junior Discoverers bold and fearless, 
Heigh-ho! Junior Discoverers we. 

2 Work Period 

During the next few weeks the purpose of the handwork is to carry 
the spirit of helpfulness beyond the community to other sections of our 
country. In return for benefits which the children constantly receive 
they are to give to others, and because some of our benefactors live in 
distant places, the giving is to be extended to them. Select from the 
following suggestions: knitted reins, string dolls, cretonne work-bags, 
wish-bone pen-wipers, butterfly pen-wipers, sunshine picture-books, 
ring-hook games, wagons, water-wheels. In addition to making gifts 
there are a number of articles which will be welcomed at mission stations 
and which the children may bring from home or buy with their " good- 
will " money. Books, toys, clothing, pictures, pencils, paper, chalk, 
crayons and many other useful articles may be packed and sent. 

Knitted Reins. Materials: White or colored twine. Tools: Large 
spool, four small staples, and a hairpin or piece of wire six inches long for 
each child. 

A home-made knitting machine can be made from a large empty 
spool. The hole through the center of the spool should be large in order 
to let the knitting pull through easily. Into one end of the spool drive 
securely four small staples (figure 38). A piece of wire six inches long, 
or a hairpin straightened out, makes a good needle. White or colored 
twine is best for this knitting. 

Wind the end of the ball of twine once around each of the four 
staples as shown in the illustration, tie at A, and pull the end B down 
through the hole in the spool. Hold the spool and twine in the left hand. 
Now carry the twine from the ball C along to the left, outside of the 
staples and above the loops first made. With the needle in the right 
hand, pull the loop first made up over the twine and over and off the 
staple. Repeat at each staple, around and around the spool. Occa- 
sionally pull the end of the twine which comes out at the bottom of the 
spool. 

To take the knitting off the spool, break off the thread about eight 
inches from the knitting, and fasten by pulling the thread through the 
loops. 

Knit the reins about three yards long. Knit another piece about 
fifteen inches long. Find the middle of the long piece, and put a pin 
three and one-half inches from the middle on each side. This makes the 
two pins seven inches apart. Sew the ends of the fifteen-inch strip at 
the two places marked by the pins. Sew three or four little bells along 
the fifteen-inch strip. 

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String Doll. Materials: White cotton string, colored crochet cot- 
ton or silkateen, ink. Tools: Scissors, crochet hooks, pens. This doll 
is made from white cotton string, such as carpet warp, which comes in 
skeins. Take a part of the skein as big around as three fingers and twen- 
ty-four inches long. Tie the skein together in the middle with a six- 
inch crocheted chain of colored cotton. Now pick up the skein by the 
middle, which will be the top of the doll's head, and smooth the threads 
in place. Tie securely about two and one-half inches from the top of 
the head, thus forming the neck. On each side of the doll, separate 
enough threads to form the arms, and tie the remainder together at the 
waist. Braid the strands forming the arms, and tie each braid at the 
end. Draw in the eyes, nose, and mouth with ink. Figure 39 shows 
the completed doll. Make a chain of colored crochet cotton for a sash. 

Cretonne Work Bag. Materials: Cretonne twelve inches square, 
colored silkateen. Tools: Scissors, needles. Cut two circular pieces of 
cretonne, the diameter of each circle being twelve inches. Cut a slit 
from the center of one piece to the edge for an opening to the bag, being 
careful to cut on the straight of the cloth. Baste a very narrow hem on 
each side of the edges just cut, and finish with blanket stitch or feather- 
stitch. 

Put the two right sides of the cretonne together, and sew all around 
the edge of the circle. Turn right side out, and finish the seam with the 
same stitch as used at the opening. See figure 40. 

Make a three-inch tassel of the cotton used for the finishing stitch, 
and sew on the bottom of the bag. Make a handle for the bag from a 
strip of cretonne, and sew in place. 

Wish-Bone Pen-Wiper. Materials: Wish-bones, sealing wax, 
scraps of cloth, thread. Tools: Scissors, needles, heat to soften sealing 
wax. Put a head and feet of sealing wax on a wish-bone, shaping the 
feet so that the wish-bone will stand alone. Make a dress from a strip of 
woolen cloth, gathering it around the neck of the wish-bone. Tie a little 
kerchief around the head, and perhaps put on a tiny white apron and a 
white kerchief around the shoulders. The pen is wiped on the inside of 
the dress. 

Butterfly Pen- Wiper. (See figure 41.) Top and bottom of pen- 
wiper may be made of heavy black paper or an old kid glove. The 
butterfly should have some touches of color. Make according to figure 
41a. Use pieces of cotton or more of the kid glove for inner part on 
which to wipe the pen. To fasten parts together make a hole down 
through the center and insert brass paper fastener. 

Sunshine Picture-Book. Materials: Pictures, mounting paper, 
ribbon or cord, paste. Tools: Scissors, punch. Many of the current 
magazines have beautiful full-page pictures. Select those of approxi- 
mately the same size and mount them, one on a page, on good mounting 
paper (one of the pretty browns perhaps) . Tie the mounted pictures 
together with ribbon or rings inserted in holes punched on one edge of 

l 97] 



THE JUNIOR CITIZEN 

the pages. These mounted pictures will be welcomed by isolated people 
or shut-ins. There are many people in our own country who have few 
or no pictures. One group of Juniors who made books of this kind 
called one of the books the " Sunshine Book " and the other " The 
Happy-Hour Book." 

Ring Hook Game. (See figure 42.) Materials: Cardboard, wrap- 
ping-paper, crayon, passepartout binding, hooks, rubber rings, strips of 
wood. Take two pieces of heavy cardboard about twelve inches square. 
Place one on top of the other. Cover with wrapping-paper, preferably 
light-colored. Bind the sides with passepartout binding. Print num- 
bers on it with crayon or india ink. Over each number, screw in a hook, 
letting it go through to a thin strip of wood on the back of the game. 
(See figure 42.) The strips of wood will save having the sharp points of 
the hooks scratch the wall when the game is hung up. The wood is 
held in place by the hooks. Three narrow strips will suffice. Punch a 
hole in one corner of the game and insert a string. Tie together two sets 
of rings (about five in a set) for each game. On the back of each game 
paste typewritten directions of how to play it. 

How to Play the Game: Give each player a set of rings (jar rubbers 
or pasteboard rings). Player one tosses his rings from a reasonable dis- 
tance, aiming to have them catch on the hooks. After he has tossed all 
his rings, the numbers are added up to make his score. Player two then 
takes his turn. The game can be set at one hundred or two hundred, or 
more or less as desired. 

Wagon. Materials: Small wooden boxes, one-fourth inch wood, 
nails, small pieces of wire or hairpins, strips from old glove or shoe, 
paint. Tools: Hammers, saws, knives, gimlet, pliers, scissors, sand- 
paper, paint-brushes. This wagon may be made from any small wooden 
box. Figure 43 shows how the wagon is assembled. Make two axles, 
A and B, one-fourth inch thick, one and one-fourth inches wide. From 
wood one-fourth inch thick, whittle out four wheels. Since it is difficult 
to whittle out wheels, the following alternatives are suggested: tin 
covers that are pried out of cans, wooden centers of rolls of tape and silk 
binding which might be collected from friends and dressmakers, or a 
round stick of wood smoothed down and sawed off in one-fourth inch 
pieces; with a gimlet bore a hole through the center of each wheel. 

Nail the axles in place on the bottom of the wagon, then fasten the 
wheels to the ends of the axles with small screws through the holes in the 
center of the wheel. 

From wood one-half inch thick, make a wagon tongue three-fourths 
inch wide and about twelve inches long. Bore a hole through one end 
of the wagon tongue. Thread a small piece of wire or a hairpin through 
the hole and twist the ends of the wire together with pliers. Cut a small 
strip from an old glove or shoe. Put the leather strip through the wire 
loop and tack both ends of the leather in place to the bottom of the 

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wagon in the center front. Sandpaper all surfaces, and paint with a 
bright color. 

Water Wheel. Materials: One-half inch wood, one-fourth inch 
wood, nails, screw-eyes. Tools: Saws, hammers, knives, sandpaper. 
From wood one-half inch thick cut four pieces five inches long and one- 
half inch wide. Nail two of these pieces to the other two so as to make 
two T's. From wood one-fourth inch thick, cut two pieces three and 
one-half inches long and one-half inch wide. Stand the two T's upside 
down on a bench so that they are exactly opposite, and nail the two 
pieces to them as shown in figure 44. Put a small screw-eye into the top 
of each of the upright sticks. 

From wood one-eighth inch thick, cut two pieces five inches long and 
two inches wide. With a saw, make a cut in each of these pieces as 
shown in figure 45. Fit these two pieces together to form the paddle- 
wheel. Mount the paddle-wheel on the stand by driving a wire nail 
through each screw-eye into each side of the wheel at the intersection of 
the paddles. Be sure that the heads of the nails are close to the screw- 
eyes, to prevent the wheel from slipping from side to side. 

This wheel is operated in a sink. Place it so that the tip of one of 
the paddles, when horizontal, is directly under the water faucet, then 
turn on the water. 

3 Play Period 

Bean-Bags. Play any bean-bag games. 

Rope and Sand-Bag. Tie a small sand-bag or two or three bean- 
bags to the end of a light rope. The children form a circle with a space 
of about a foot between each child. A leader standing in the center of 
the circle swings the sand-bag on the floor so the children may jump 
over it as it goes around. Any player stepping on the bag or interfering 
with its progress in any way must leave the circle. The last player left 
in the circle wins the game. 

Word-building Game. Letters of the alphabet are printed on small 
squares of paper and each letter is duplicated so that there are two sets 
of letters just alike. The players are divided into two groups. Then 
these letters are distributed so that each side has an A, a B, and so on 
as far through the alphabet as the number of players will permit. 

Each play represents a letter. A leader now announces a word. 
The players on each side who represent the letters which spell that word 
step forward and arrange themselves in the right order to spell the word. 
Each side tries to be the first to arrange the word, and so to gain the 
point. 

The side having gained the most points in a given length of time 
wins. The names of the books of the Bible and of Bible characters or 
places, or words associated with Bible stories, may be used for this 
game. 

[99] 



SIXTEENTH MEETING 

Gratitude {continued) 

Password: Junior Discoverers. 

To the Teacher: The purpose of this lesson is the same as that of last 
week. The instruction is to be given largely by the children them- 
selves through the game, Brother of Mine. The teacher and assis- 
tants also should play the game and be prepared to give reports. 

Materials Needed for This Meeting: Blackboard, map, materials for 
gifts chosen from suggestions on page 96, magazines, pictures, card- 
board for posters (suggested for the work period), slips of paper 
bearing assignment for next week's club activity, stereopticon views. 
(See " By Way of Explanation," paragraph Looking Ahead.) 

Program 

1. Business and Instruction: approximately 25 minutes 

2. Work Period: approximately 55 minutes 

3. Play Period: approximately 40 minutes. 

1 Business and Instruction 

a. Business. Be sure that all have reported their presence to the 
fourth assistant. Have the chief discoverer conduct the game, Brother 
of Mine, calling on each lieutenant in turn to make a report. The chil- 
dren's reports for the game should be somewhat as follows: " I had 
oranges for my breakfast one morning this week, and I found out that 
my brothers in Florida got them for me." Then will follow a recital of 
whatever information the player can give about the work and the workers 
connected with orange-growing. Or one may say, " I bought a new 
jump-rope this week, and I found that my brothers in the Philippines 
furnished the hemp to make the rope." Then will follow some facts 
about those brothers. 

Any of the players may add to this information if the reporting 
lieutenant omits some points. As a child makes a report upon his 
" find " or adds correct information to another's report, the teacher may 
write his name on the blackboard and opposite it indicate that he has 
won one point. The child having the most points thus gained wins the 
game. The third assistant will record in his book the article reported 
on and indicate what brother sent it. 

At the conclusion of the game have the other business conducted, 
assigning the following investigations for the coming week: 

r ioo 1 



THE JUNIOR CITIZEN 

Discoveries to be Made This Week 

Assign one question to each of five lieutenants: 

1. Who were the first Americans? 

2. How many Indians are there in our country now? 

3. How did William Penn make friends with the Indians? 

4. What caused trouble between some of the Indians and white 
men? 

5. Report the title of one good Indian story, and tell us where to 
find it. (Assign the last question to all of the remaining lieutenants.) 

Then the chief discoverer should turn the meeting over to the 
teacher, who will continue thus: 

b. Conversation. Isn't it fine to see that God has assigned different 
kinds of work to different sections of the world! He has planned that 
the people of the north shall do something for the people of the south, 
that the south shall help the north, the east the west and the west the 
east. North, south, east and west owe thanks to one another for food, 
clothing, and other benefits. 

Suppose all of the food and clothing products were in one section 
of the country. What would happen then? God's plan is a wiser one. 
There are good things everywhere and enough for everybody, if we work 
and share. 

God has planned it so that the world is full of sharers, and it is 
because of this sharing process that you and I have so many good things. 

c. Psalm 100 (memory selection). 

d. Song, " O Beautiful for Spacious Skies " (memory hymn). 

e. Prayer 

2 Work Period 

The boys are to continue the work begun last week. The girls at 
this meeting might make posters illustrating this world-wide sharing. 
From magazines previously collected, have them select and cut out 
pictures which will serve the purpose. For instance, a picture of a 
salmon and one of Eskimos side by side will represent one of Alaska's 
contributions. In the center of the poster write: Sharers. As a heading 
write: A Thank- You Poster. The cardboard should be prepared by 
the teachers in advance. It ought to be possible to make about four 
posters, and each one could be arranged by a small group of girls working 
together. If there are too many girls for the poster work, let some of 
them work on the gifts. 

3 Play Period 

Stereopticon views of work and workers in our country may be 
shown today. You have presumably engaged these several weeks ago. 
(See " By Way of Explanation," paragraph " Looking Ahead.") 



[IOI] 



SEVENTEENTH MEETING 

• Gratitude {continued) 

Password: Together. 

To the Teacher: With this meeting we continue the subject treated in 
the two previous lessons, this time aiming to cause the pupils to feel 
grateful to people of the past for some of the benefits which they 
now enjoy. As the pupils arrive, they should report to the fourth 
assistant, carrying out the plan of the new club. The business for 
this meeting is to be conducted as a part of the play period. 

Materials Needed for This Meeting. Those needed for the handwork, 
cardboard for poster to be used in developing the lesson, Worship 
and Song, the following pictures: airplane, train, steamboat, tele- 
phone. 

Program 

1. Work Period: approximately 60 minutes 

2. Instruction: approximately 20 minutes 

3. Play Period and Business: approximately 40 minutes 

1 Work Period 

It may be necessary for the girls to put some finishing touches on 
the posters which they were making last week. Aside from that both 
girls and boys are to work on the gifts selected from page 96, which they 
are to give to others as an expression of gratitude for benefits received. 

2 Instruction 

a. Conversation. If you were to turn to the first chapter of Genesis 
you would find a story which tells us that when God had created the 
earth and the people of the earth he gave this command: " Replenish 
the earth, and subdue it; and have dominion over the fish of the sea, 
and over the birds of the heavens, and over every living thing that 
moveth upon the earth." The most important part of that command 
is the word, subdue. God meant that his people should overcome 
obstacles and make use of whatever there is in the sea or air or earth 
which might be for their benefit. Now I am going to show you some of 
the ways in which that command has been obeyed. It seems that 
somebody is always finding out something new. 

Another Thank- You Poster 

(As you talk, make a poster. Have a cardboard hung up with the 
heading, Another Thank- You Poster. Develop the poster as suggested 
in the following conversation) : 

[ 102] 



THE JUNIOR CITIZEN 

People Who Have Obeyed God's Command 

You know it has not been so very long that we have had airplanes. 
They are still so new that most of us have not yet ridden in them. Who 
made the first successful airplane? The Wright Brothers of Ohio and 
those others who have helped to make it possible to fly in the air have 
obeyed God's command to subdue. Once we thought it would be im- 
possible to fly in the air, but they overcame the obstacles and found a 
way. (On the poster, place a picture of an airplane and beside it write : 
Thanks to the Wright Brothers.) 

Then, too, we did not always have trains. In those days people 
could not exchange letters very often, neither could they easily see friends 
who lived at a distance. Instead of steaming from New York to Boston 
in a few hours, people of colonial days had to travel for a week by stage- 
coach. 

(Put up a picture of a train and write: Thanks to Mr. Stephenson.) 

Traveling on the water was also slow. It is pleasant now to travel 
on the water slowly at times, as when we go out rowing, but when we 
want to take a long trip it is best to have a steamboat. There really 
was a time when folks thought it would be impossible to have a boat run 
by steam. But one man thought differently, and he made one. Who 
was he? (Add to the poster a picture of a steamboat and write: Thanks 
to Robert Fulton.) Robert Fulton obeyed God's command and he 
helped to subdue the sea, and so gave us pleasure, comfort, and con- 
venience. 

Then there is the telephone. You know what a benefit that is and 
how much time it saves for busy people. We can sit at the telephone 
and talk with several persons in less time perhaps than it would take to 
go to see one of those persons. The telephone is a great help both in 
our homes and business. (Add to the poster a picture of a telephone 
and write: Thanks to Alexander Graham Bell.) 

So we are enjoying many conveniences because people have obeyed 
God's command, " Subdue," which is another way of saying, " Make 
use of the things which I have created." 

We have been talking about people of the present and people of the 
past who are doing things for us. What is the best way for us to show 
our gratitude? There are people with whom we Juniors may share 
what we have. Next week we are to hear about some of them and we 
shall have a chance to choose with whom we shall share and what we 
shall share. (Explain that you have written letters asking about these 
people.) 

b. Song, " O Beautiful for Spacious Skies " (memory hymn). 

3 Play Period and Business 

Use a part of the time usually allotted to the play period for the 
reports of the lieutenants, the chief calling for them as follows: " Lieu- 

[ 103] 



THE JUNIOR CITIZEN 

tenant will report on ." Assign investigations for the 

coming week as follows: 

Assign one of the following questions to each pupil: 

1. Of what nationality was the man who discovered America? 

2. What queen fitted out Columbus' ship? 

3. Who invented wireless telegraphy? What is his native country? 

4. How many Italians are there in our country today? 

5. How many Spanish people live under our flag? 

6. What was the Pilgrims' mother country? 

7. From what country did George Washington's parents come? 

8. How many people from the British Empire live in America 
today? 

9. From what countries besides England did our early settlers 
come? 

10. What makes a person a real American? 

11. Report on something you like about the Chinese. 

12. Tell something you like about the French. 

13. Find out something interesting about the Polish people. 

To all the remaining lieutenants assign the following question: 
Why is America a good country for children? 

Each of these questions should be written on a slip of paper and 
passed out to the lieutenants and they should be required to have their 
answers on paper for the next meeting. 

Have the club song sung and then proceed to the play period for 
which this week Indian stories are suggested. Many fine Indian legends 
can be found in any public library. A few that may be chosen for telling 
today are: " The Brave Little Mole," and " The Patient Worm" in 
Stories of the Red Children, by Brooks; " How Clay Dishes Were first 
Made," " Giants, and Fairies," " Iagoo, the Great Story Teller," " The 
Good Bear and the Lost Boy," and " The Great Bear in the Sky," in 
Wigwam Stories, by Judd; " How Indian Corn Came Into the World," 
in Good Stories for Great Holidays, by Olcott. 

The Story of Sitting Crow Who Was Not Afraid > 

Moon-in-the-face sat on the dirt floor of her house, crouched over 
the sick baby in her lap, and crooned wearily: 

" Na nici — sihta 
Na ita ha wihu 
Nit ko hitu 
It tsu u nu." 

Her house was new and Bear Paw, her husband, had not yet finished 
stuffing up the spaces between the logs with mud. The autumn rain, 
falling outside, trickled in through the cracks, and gathered here and there 
in little puddles on the dirt floor. The chilly wind whistling about the 

1 Here and There Story, by Elizabeth D. Herring. Published by Woman's Board of Missions, 14 Beacon 
Street, Boston, Mass. 

[ I04] 



THE JUNIOR CITIZEN 

house drove the smoke down the chimney, blowing it out of the old stove 
in the middle of the floor and filling the room. The baby wailed and 
coughed weakly from time to time. 

Huddled up against the stove was a bent old Indian woman. Her 
streaked gray hair, instead of being neatly braided behind her ears, was 
hanging in straggly wisps about her face. Her toes were sticking out of 
her worn moccasins, and she clutched her blanket about her in an effort 
to keep warm. 

" It tsu u nu, it tsu u nu," crooned the mother. The old woman 
lifted her head. " Do stop singing that, Moon-in-the-Face," she said, 
shrilly. " Don't you know that if you sing that in summer the rattle- 
snakes will bite? " 

" Urn," muttered Moon-in-the-Face, " the Harvest Moon is past 
these three days. It is summer no more — nor summer in my heart. 
My baby will die, and it is better that I die, too." Her voice rose to a 
shrill wail, and sank again into a low moaning. 

Suddenly she straightened up. " Sitting Crow," she called, harshly, 
" come here." A small boy crawled out from the other side of the stove. 
His mother spoke rapidly, " Put on your porcupine moccasins — they 
will bring you good luck and keep you in the path. Go to the house of 
Poor Eagle. Tell him I have given my baby the powder from the sacred 
buffalo horn. Tell him I have given some of the powder to each of the 
four winds, but no one of the four winds has given my baby of its life. 
Tell him I have set my baby on the doorstep before the dawn, that the 
rising sun might give its life. Tell him I have walked with my baby in 
the rain, that the evil spirit might be washed away, but the sickness is 
stronger than ever. Tell him to come quickly or my baby will die. 
Go! " She pushed him so hard that he stumbled over the doorstep. 
He picked himself up and started through the rain, running as fast as 
his short legs could carry him. 

It was late in the afternoon. The cold rain was falling steadily, 
and it was growing dark. The rocks and little mounds here and there 
cast queer shadows that looked like animals and evil spirits to poor little 
Sitting Crow. For he lived in the Bad Lands along the great Missouri 
where sand heaps and rocks are colored yellow and red, and are twisted 
into strange shapes. He pulled his blanket about him and ran harder 
than ever. Suddenly he left the path and ran straight up the side of a 
high hill. Twice he stepped into holes that he could not see in the tall 
grass. He fell down, but was soon up again, not hurt, but more fright- 
ened than ever. Finally he reached the top and, tired and out of breath, 
dropped down in the wet grass. In front stretched the great, rolling 
prairie, the grass flattened before the wind. A few stray cattle out on 
the range loomed up out of the dark, like black monsters. Behind and 
below him lay the twisted, distorted Bad Lands, and beyond, the great 
rushing river. Poor, wet, little Sitting Crow, surrounded by fears and 
terrors, hugged the ground as if he wished he could be a part of it. For 

[ios] 



THE JUNIOR CITIZEN 

a few minutes he lay still, then jumped to his feet and ran like the wind 
down the prairie road that edged the cliff over the Bad Lands. Sud- 
denly a large hawk swooped down before him. Sitting Crow gave a 
faint cry, and fell flat on his face. 

The sound of trotting horses on the soft prairie road was borne 
along by the wind. Two white ponies, pulling a buckboard, appeared 
out of the dusk, and were drawn up suddenly as the girl who was driving 
caught sight of little Sitting Crow. She jumped out quickly and tried 
to pick him up, but he still clung to the ground and kept his face hidden. 

" What's the matter, little boy? " she asked, kindly. " Are you 
sick? " 

He moved slightly, but did not answer. Having satisfied herself 
that there were no broken bones, and that he was probably only lost and 
frightened, she sat down beside him and stroked his shoulder gently. 

11 You do not need to be afraid any more, little boy, because I am 
here to take care of you, and I am not afraid. I am not afraid that 
anything will get us out here because once upon a time the Great Spirit 
said that if we would trust him, he could take care of us so that we 
would never be afraid again." 

Sitting Crow turned his dirty, tear-stained little face toward the 
stranger. 

" Won't you come with me now, little boy, and let me take you 
home? " The stranger leaned over, putting her arms around him, and 
he passively let himself be picked up. 

" Now, where do you live? " she said. 

He pointed vaguely down the cliff to the Bad Lands below. 

" He must belong in that new house, for it is the only one for miles," 
she thought. 

Placing Sitting Crow on the front seat beside her, and still keeping 
her arm about him, she drove down the road which led by winding ways 
into the valley. It was very dark now, but Sitting Crow was no longer 
afraid with that protecting arm around him. They soon drew up before 
the house. Holding a lantern in one hand, and leading Sitting Crow by 
the other, she waded through the puddle in front of the door, and stepped 
in. 

Moon-in-the-Face looked up eagerly at the sound of someone enter- 
ing, started ever so slightly at the sight of a stranger, then her face be- 
came impassive, and she let her head drop again over her baby. The 
flickering light from the open stove cast weird shadows over her dark, 
tired face. The stranger took in the situation at a glance. She stepped 
quickly up to the mother and leaned over her. 

" Your baby is sick," she whispered. " Will you let me see if I 
can help her? I am your friend." 

The Indian mother looked up suspiciously. Then her expression 
changed, and in her eyes the stranger saw her sorrow and her fierce desire 
for help. " Who are you? " she asked. 

[106] 



THE JUNIOR CITIZEN 

" I am the daughter of the white man at the agency who has come 
here to tell your people of the Great Spirit w r ho loves us. all and who 
loves your baby and wants to help him. Will you come with me and let 
us try to make the baby well? " 

Moon-in-the-Face rose to her feet, stepped up to the girl, and looked 
closely and intently into her face. 

" I go," she said simply. 

It was only the matter of a moment and Moon-in-the-Face and her 
baby, wrapped in the carriage robes, were in the back seat, and little 
Sitting Crow w r ith the missionary's daughter in the front seat. A word 
to the ponies and they were off. As their hoofs beat rhythmically on 
the road, the stranger prayed to the Great Father, asking him that the 
little life might be saved and that Moon-in-the-Face might come to know 
the Father who loved her. 

Trot- trot- trot. The sturdy little ponies quickly brought them out 
of the hills. Down below them shone the welcoming lights of the Mis- 
sion House. As they drove into the yard, the missionary and his wife 
threw open the door. 

" Louise," they called. " Where have you been? " 

She explained, quickly. " You take them in, mother, and get them 
ready, while I drive over for the agency doctor." 

An hour later the poor little feverish baby was asleep in a clean 
crib, his tired mother on a bed by his side, asleep, too, in spite of herself. 
Louise and her mother slipped quietly from the room, and joined the 
doctor down stairs. 

" Well, how sick is the baby, doctor? " Louise asked, anxiously. 

" Nothing at all, my dear," he answered, cheerfully, " but a very 
heavy cold. Unless I am much mistaken, the youngster will be as well 
as ever before many days. However," he added more' seriously, " it 
was mighty lucky you discovered the child when you did." 

11 Lucky," said Louise to herself, " I should say not. It was some- 
thing much better than luck." 

So together they went happily out into the kitchen where they 
found Sitting Crow who had been scrubbed until he fairly shone, having 
the best time of his life, eating a big supper with the missionary. 

It was three moons later. Sitting Crow, who was now attending 
school and living at the Mission, had come home through the snow to 
spend the afternoon with his mother and play with the baby. The 
baby was chubby and well and strong now as all babies ought to be. 
Moon-in-the-Face, in a clean calico dress, sat and watched them, her 
dark face happy and placid. Finally she said, " Go now, Sitting Crow. 
It is late. You have a long w T alk. Are you afraid to go back in the 
dark? " 

" Afraid! " said Sitting Crow. "No! No! Whenever I think I see 
something move behind a rock, I think of the big Father and then I'm 
not lonesome any more." 

[107] 



THE JUNIOR CITIZEN 

He went to his mother and grandmother and kissed them good-bye 
in the way the missionaries had taught him, and then started out. 

Moon-in-the-Face stood in the doorway and watched him, as he 
trudged along the snowy path, his head up. The deep blue of the winter 
evening sky was bright with stars. One seemed to Moon-in-the-Face to 
be going straight before him, leading him on to the Mission. " He has 
no fear," she whispered. " It is well. He is safe from harm, for the 
star of the Great Spirit goes ahead." 

After the story- telling have the password given out. 



[108] 



EIGHTEENTH MEETING 

Sharing 

Password: Brother of Mine. 

To the Teacher: A sense of gratitude should result in doing something 
in return; therefore this lesson offers definite opportunities for the 
Juniors to share their benefits with others. They, as children, 
cannot actually do something for every class of people from whom 
they receive but there are those with whom they can share, thus 
maintaining a brotherly relationship. The teacher has presumably 
from various sources, as the Surplus Supply Department of the 
World's Sunday School Association, Metropolitan Tower, New 
York, or Home and Foreign Mission Boards, obtained some definite 
names and addresses of people with whom the children may estab- 
lish that relationship. Gifts made at this and the three previous 
meetings can be used in our own country, while plans may be made 
now for gifts to be made for boys and girls in other countries. 

Materials Needed for This Meeting: Letters from missionary societies, 
blackboard, materials required for handwork and candy-pull. 

Program 

1 . Work Period : approximately 60 minutes 

2. Instruction and Business: approximately 25 minutes 

3. Play Period: approximately 35 minutes 

1 Work Period 

Continue the work of the preceding meeting. Gifts intended for 
use in our own country should be completed at this meeting. By this 
handwork the pupils are to give expression to the lesson. 

2 Instruction 

a. Prayer 

b. Conversation. With the pupils' aid, make a list on the black- 
board of people to whom we owe thanks, arranging it as follows: 

{Parents 1 
Miners [God 

After various people have been thought of, be sure to lead the chil- 
dren to state that back of all these sharers is God, so that above all we 
owe thanks to him, the Planner and Director. 

c. Stories 

[ 109] 



THE JUNIOR CITIZEN 

(1) Catching Merry Christmas 1 

Polly Ann awoke and nudged Australia with one sharp little elbow- 
and Victoria with the other. 

44 Hit's mornin', " she said. " Ain't you aimin' to go to school? " 

A groan from Australia and a long-drawn sigh from Victoria indi- 
cated that two of Polly Ann's bedfellows were sorry to be poked back so 
ruthlessly from the land of dreams. Poor little Minty was crowded out 
altogether in the mad upheaving of the home-made counterpane and 
began her day with a wail. The uncarpeted floor was not only hard but 
cold. 

44 I reckon you ain't hurt, Minty," encouraged Polly Ann. Then 
she took several quick whiffs of the stifling air. The one small window 
of that crowded bedroom could not be opened. " Hit's pork, ain't it? " 

Minty stopped crying to smell, then joined her sisters in a merry 
race to see who first would be ready for breakfast. Australia, Victoria, 
Polly Ann, and Minty are the only members of " No-account " Napoleon 
Franklin's family of nine girls who are sent to school. Three of the 
others have now grown so capable in doing tasks within the two-roomed 
cabin that they can hardly be spared, and the other two are still scarcely 
more than babies. 

After the father had been bountifully served to pork and corn-bread, 
the mother and daughters had something to eat, and then it was time to 
start on the three-mile walk to the lonely building of one door and four 
windows which served on Sunday as a church and on week-days as a 
schoolhouse. 

Polly Ann dearly loves the wild, beautiful out-of-doors, and some- 
times she runs away from school merely because she doesn't feel like 
going in out of the glad sunshine and sitting down quietly to learn to 
read and write. On this particular morning, however, Polly Ann had 
no wish to dally. There was no sunshine, and the strong wind blowing 
straight from high mountain-peaks sent a chill straight through her 
small, wiry form. 

Christmas was still more than a week away, but on that chill Decem- 
ber morning as - 4 the Professor " looked into the solemn countenances of 
the boys and girls he had grown to love, a strange idea popped into his 
kindly head. The barrel from the Intermediate and Junior Departments 
of a New England Sunday school had arrived. The mountain teacher 
had opened this barrel hopefully, in spite of the fact that he had once 
paid $3.63 freight on a barrel only to find within a worn dress coat, 
frayed duck trousers, a battered hat, and a quantity of women's apparel 
long outworn. This time, however, he was not disappointed. It was 
Polly Ann's shy, eager, pinched little face that brought him to a sudden 
decision. " Malachi and Pliny," he said, with a mysterious smile, 
14 suppose you tote out the barrel you'll find under my coat over in the 
corner." 

1 By Mary Louise Stetson in The Congregational) st. Used by permission. 

[no] 



THE JUNIOR CITIZEN 

What, a holiday, and right in the schoolhouse, too, when it wasn't 
a funeral, nor Christmas, nor anything? That barrel was rolled out 
into the middle of the floor almost before the teacher had finished making 
his request. 

11 Hit ain't empty, I reckon, Perfessor," remarked Pliny, with a 
comical shrug of the shoulders which brought a titter from the boys and 
girls who but a few moments before had looked so serious. 

11 No," agreed the teacher, " it's full, not only of gifts, but of the 
Christmas spirit; and because I knew we needed to have the feeling of 
Christmas on a day like this, I decided to open the barrel and distribute 
the gifts. If you wish, you need not look at them till Christmas morn- 
ing." 

The friend, known as " the Perfessor " by all his mountain asso- 
ciates, had not intended to be humorous, but his suggestion was greeted 
with a laugh from a hundred and seventy- two eager boys and girls. 
The cover of the barrel was removed. Leisurely the teacher drew out 
something wrapped in white tissue-paper and tied with an abundance of 
red ribbon. A suppressed " Oh-h-h! " went around the crowded school- 
room. Then all was still as the teacher glanced down at a small card. 

" Merry Christmas to John Wesley," he read aloud, but for as long 
as half a minute John Wesley remained as if glued to his seat, eyes and 
mouth wide open. 

" Hit ain't for me? " he asked doubtfully, pointing to himself. 

11 Of course. There's no other John Wesley present." 

And so the slender lad whose name had been called shuffled up front 
to accept a Christmas gift from some boy he had never seen. 

Every pupil in the room watched as an end of the red ribbon was 
quickly drawn and the paper began to unfold. A warm muffler, and a 
pair of new mittens with a jack-knife in one thumb! 

Not a pupil of the one hundred and seventy-two was forgotten. 
Each received a gift marked especially for him. In the very bottom of 
the barrel was one bearing a Christmas card larger than the others. In 
the corner of the card were three red spots and some dashes of green. 
Accompanying this attempt at art was an attempt at poetry: 

Have the loveliest Christmas 

That ever you can, 
My own little mountain friend, 

Dear Polly Ann. 

Polly Ann, whose big blue eyes had been growing more and more 
wistful as one after another the gifts were drawn from the barrel, stared 
and gasped. The teacher stepped over to her and smilingly laid the last 
gift in her lap. Through the tissue-paper it felt soft. He did hope his 
suggestion had been acted upon by that blessed little artist and poet of 
New England. 

Sure enough! Out from the tissue-paper wrapping fell a warm blue 
coat. Gleefully Polly Ann tried it on, and it fitted as if made for her. 

[in] 



THE JUNIOR CITIZEN 

Down into each roomy pocket she thrust a small brown hand. When 
the hands appeared again, one held a bag of candy and the other a neatly 
folded sheet of paper. 

Sugar candy is a rare treat in the mountains. Soon nothing was 
left of one. treasure but the empty bag. Then Polly Ann tried to read 
what was written on the paper. 

11 D-E-A-R Polly Ann." She got that far. Then she sighed. 

11 What's the trouble, Polly Ann? " the teacher asked sympa- 
thetically. 

'■ I ain't never seed nary one of them," she said, indicating all but 
two words in as many lines. 

So the teacher offered to read the letter, and Polly Ann consented, 
though somehow she wished, oh, so much, she might have kept that 
precious message all to herself, glad as she was to share the candy. 

Dear Polly Ann — I am writing you a letter, just because I can't 
help it, and I'm not telling anybody but just you. I've brushed your 
coat all clean and nice and sewed on the buttons. When the letter is 
finished, I'm going to tuck it into one of the pockets where you'll be 
sure to find it. Don't you think the buttons are pretty? I picked them 
out myself and paid for them with my dish-washing money. 

Do you know, Polly Ann, I've had the loveliest time playing with 
you for weeks and weeks? We have been chums, just the same as Nellie 
Osgood and I, only of course whatever you said had to be make-believe. 

Won't you write me a letter? When is your birthday? Is your 
hair brown like mine and does it curl? I wish mine would. I hope you 
can come to see me sometime. We'd have lots of fun. I go to Sunday 
school every Sunday. My teacher's name is Miss Emery. I know 
you'd like it. Really and truly, can't you come to see me? 

Your loving friend, 

MARJORY BEALS. 

Such a lot of questions! How Polly Ann did wish she could write! 
Well, she would write soon, and read, too, even if the sun did shine so 
temptingly outside, for into her lonely little heart had come a love for 
that dream-girl away off somewhere who yet knew her as Polly Ann. 

When the excitement aroused by the Christmas gifts, each so 
strangely appropriate, had subsided, the teacher told his mountain pupils 
somewhat of the life and customs of New England, dwelling at length 
upon the Christmas festivities of church and home. 

When he had finished, there was a silence broken by Malachi: 
" They 's right clever folks up thar, I reckon, Perfessor," he observed. 

" Hit ain't Christmas yet," Polly Ann timidly reminded the school, 
and the teacher smiled encouragement as he read Polly Ann's honest 
little countenance. 

" What of it, Polly Ann? " 

Polly Ann's language was crude, and her sentences broken, but the 

[112] 



THE JUNIOR CITIZEN 

friend of boys and girls understood. " They've shared with you, and 
now you wish you had something Christmasy to share with them. Is 
that it, Polly Ann? " 

She nodded. Then her face lighted with gladness. " They's heaps 
of holly-bush down here. You told us, Perfessor, that up, thar nary 
holly-bush grows. I reckon hit's too far away, maybe " — The face so 
joyous for a moment grew wistful again, and the sentence was left un- 
finished. 

Tears came into the eyes of the man, who yet had heart so tender it 
could beat in sympathy with the heart of Polly Ann. " It's not too far 
away, Polly Ann," he assured her. " A box filled today and sent to- 
morrow might yet reach them by Christmas." 

And so, because of the gratitude and love of such as Malachi and 
Polly Ann, every member of the Intermediate and Junior Departments 
of a New England Sunday school appeared upon Christmas Sunday 
wearing a sprig of holly worth vastly more than that offered for sale in 
the shops. 

u Our friends from the Southern highlands sent it to us," they 
proudly explained, and somehow, highlands and lowlands, North and 
South, seemed very close that Christmas Day. 

(2) Adam 1 

It was dinner time in the Fullward home. A family of six were 
seated around the table — father, mother and grandmother, Teddy and 
Archie, the twins, and Cousin Roxy. 

Cousin Roxy was making her annual visit on her way down South 
where she was a first-grade teacher in a mission school. The boys es- 
pecially liked to have her come, for she told such interesting stories. 
Sometimes she went chestnuting with them, too, and once she even 
played football. 

The first day of school was over, and as in many another home where 
there are boys and girls, the day's experiences were related at the evening 
meal. Teddy and Archie were in the sixth grade. They discussed their 
new teacher, their schoolmates, books and studies, and finally Teddy 
broke out with a laugh; 

"Oh, but say, Arch, did you see that big, loony chap in the back 
seat? I heard the teacher call him Tom, and think, mother, he is six- 
teen, and only in the sixth grade. I should think he'd be too ashamed. 
Oh, everybody just guyed him, and at recess he stayed all by himself." 

11 Yes, I should say, and he doesn't know anything! " went on 
Archie. " Did you see his clothes? I guess they came out of the ark 
all right, and were meant for his father." 

Here grandmother interrupted, gently. 

" I hope you didn't poke fun at him, boys." 

1 Here and There Story, by Anna L. Daniels. Published by Woman's Board of Missions, 14 Beacon 
Street, Boston, Mass. 

tn3] 



THE JUNIOR CITIZEN 

Both boys looked rather sheepish, for in their secret hearts they 
knew they had poked a great deal of fun at him. 

11 But he's so big and stupid, grandma. He doesn't fit our grade 
at all," said Archie. 

" Your schoolmate reminds me of Adam," said Cousin Roxy. 

" Who was he, Cousin Roxy? " the boys inquired. 

" Do you remember last night when I was showing you my ' down 
South ' pictures, we came to one of a man with a book and an umbrella? " 

" Yes, I do," replied Teddy, " and father asked if he was one of 
your church deacons, and you laughed and said, ' No, he was a pupil,' 
and . . ." 

" I don't remember him," broke in Archie. " I want to see him 
again, and what about him, anyway, Cousin Roxy? " 

" Well, Archie, you go upstairs and get those pictures from my table, 
and find Adam, and then I'll tell you about him before you get out your 
schoolbooks." 

" I think I will stay down a while after dinner," said grandmother. 
11 I should like to hear the story." 

11 First," said Cousin Roxy," when Archie had returned with the 
book of snapshots, " tell us what you see in this picture, Archie." 

" Why, just an old colored man with some books in one hand and an 
umbrella in the other." 

11 Yes, only he wasn't an old man. And you remember, don't you, 
that all the children in my school are colored children? No white boys 
and girls, not even one! And you remember most of them are poor 
country children, and many never had a chance to go to school till they 
were rather old." 

" As old as Tom? " asked grandmother, slyly. 

" Yes, and older than Tom. Well, to begin then. A year ago, the 
first day of school, a young man came into my first-grade room at regis- 
tration time. I supposed, of course, he was the father or brother of one 
of the children. I noticed that he had on a blue shirt, no necktie, that 
his shoes were old and unlaced, and that he looked very dirty and shabby 
and dull. 

" When it was his turn and I spoke to him, he said he wished to 
enter school. I presume I looked as surprised as I see you are looking 
now, and so he explained a little like this: ' I ain't never had no chanct 
to go to school, ma'm. My father wouldn't let me. But I'm twenty- 
one now, so I come away from my father and I wants an education. 
Please, ma'm, let me stay. I have the money. I worked all last sum- 
mer on the railroad to get it. I won't give you no trouble, I sure won't, 
if you please will let me stay. My name is Adam Kelly, and I live in 
Madrid, Alabama, and I am going on twenty-two.' ' 

" Whew! " exclaimed Archie under his breath. 

. " Why, Uncle Bill is twenty-two, and he's a senior in college," said 
Teddy. "Well, go on, Cousin Roxy." 

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THE JUNIOR CITIZEN 

" I told Adam I thought he might stay, but to wait till I could talk 
with him longer," Cousin Roxy continued with a smile. " I found that 
his mother had died when he was small, and that he had lived and 
worked all his life with his father on the farm. When he was quite a 
small boy he could plow with a mule in the field and he knew all about 
raising cotton. I could see that he had worked hard, for .his shoulders 
were stooped and his hands calloused and rough. When he was about 
twelve he had asked his father to let him go to a school which was to be 
open for four months three miles away. 

11 But his father refused, saying he had no need of ' learnin.' He 
had gotten along without any. When Adam was sixteen he had begged 
again, but again was refused. ' But,' he said, ' I made up my mind I 
was going sometime and here I is.' 

•' ' Well,' I said, ' you know this grade is for very small children, 
Adam, and you can see I haven't any desk big enough for you.' 

11 ' Reckon I couldn't have a chair, miss? ' 

" ' And then, Adam, you are very large and old for this grade, and 
I fear the children will laugh at you and make fun of you, and that 
might make you angry.' 

1 No, miss, I don't mind if they do and I reckon they will.' 

11 He told me that he was earning his board by working for a doctor 
before and after school. Then I gave him a pencil and paper, but his 
clumsy hands could hardly manage them. He wrote a few figures which 
he had studied out as he saw them on the engines. But his name or any 
letters he could not write. 

' Adam,' I said, as he started to leave, ' I like to have my pupils 
look as neat as possible in school.' 

" Do you know, boys, that what he had on was all he had! How- 
ever, the next morning he returned with his shoes laced with white-cot- 
ton rags. I had an old necktie on hand, in case of need, which he put 
on, awkwardly, but proudly," 

Cousin Roxy stopped for breath. 

11 Did he come every day? " 

" Yes, Archie, he didn't miss a day that year, though sometimes he 
was a little late on account of his ' chores.' I gave him a chair at one 
side of the room, with a big arm to it so that he could write. His books 
he kept under the chair on the floor. Poor boy! I found him so slow 
— remember how long he had waited — that I couldn't let him recite 
with the children. And I excused him from gymnastics, paper cutting, 
and painting. I gave him lots of work to do to keep him busy, and then 
after school each day I spent a half hour with him, and many other odd 
moments. I remember the first whole sentence he wrote correctly after 
four months, ' The sky is blue.' 

" At first the children did make fun of him, but they stopped after 
awhile and I often saw a second or third-grader helping him at recess. 
Sometimes he tried to play with them by giving them rides on his back. 

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THE JUNIOR CITIZEN 

When school closed last June he was quite a different looking man. He 
was dressed fairly well; he held himself erect; his face had brightened 
and sometimes he smiled." 

" What is he going to do now? " asked Teddy. " It is almost time 
for school to open down there." 

" He is coming again and into the second grade. He is working 
this summer for his tuition, a dollar a month. And, oh, I nearly forgot. 
I had a letter from him a few days ago. You would like to see it. Wait 
a moment." 

The boys had some difficulty in reading the letter, for, remember, 
an ignorant country boy with but one year of school had written it. 
They made out two things, however, that every day he thanked God for 
his dear teacher who came down from her nice home up North to help 
his people, and that he was studying by himself for as long as he could 
keep awake each night after work. 

" Say, Cousin Roxy, that story is great! " exclaimed Archie. 

And Teddy, thinking out loud murmured: " Do you s'pose our Tom 
is something like Adam? I didn't think of that before." 

Father and mother smiled. Cousin Roxy gathered up her things. 
Grandmother rose to go upstairs, and the boys kissed her as usual. 

" We're not going to make fun of Tom any more," said Teddy, 
shyly. 

And Archie added: " No, and we won't let the other fellers, either." 

Then the boys settled down to their school work. But Archie's 
mind still lingered on the poor boy down South, who, twice as old as he, 
had struggled so bravely through the first grade. And he interrupted 
Teddy, deep in his history, to say: 

" Believe I'll send Adam one of my books and a neck- tie and a shoe- 
string or two." 

d. Conversation 

Distant Brothers with Whom We May Share 

The teacher should at this point present the opportunities for shar- 
ing which were promised last week. Some probable opportunities are 
the sending of boxes of toys, school supplies, pictures and clothing to 
mountaineers, to schools or orphanages for colored children, to children 
living in any isolated sections of New England, to life-saving stations, 
and to brothers in Alaska. It would be splendid also to arrange for an 
exchange of gifts between city and country children. Letters also might 
be exchanged between pupils of church schools in different places. Tell 
something about each " brother " to whom they send their gifts, and 
then turn the meeting over to the president to give the children a chance 
to decide the matter by their own vote. 

e. Song, " America the Beautiful " (memory hymn). 
/. Psalm 100 

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3 Play Period 

A candy pull is suggested. This may, however, be interchanged 
with a play period suggested for an earlier lesson if this comes at the 
wrong time of year for a candy pull, and always it is possible to take a 
game or two from the suggestions for another meeting, if activity of that 
kind seems needed. 

The candy should be made by a leader or a senior girl during the 
lesson and be ready to pull during the play period. Let the children 
take turns with the pulling. Divide the candy so that a number may be 
pulling at the same time. 

The older girls might make mashed potato fudge, the potatoes for 
which should be boiled during the lesson. The following recipe will 
make three pounds of candy. 

Materials: 3 medium potatoes, boiled and mashed 

1 cup cocoanut 

|-lb. cake bitter chocolate 

2 lbs. confectioner's sugar 
1 teaspoon vanilla 

Directions: Do not cook. Melt the chocolate and mix thoroughly 
with the mashed potato and cocoanut. Stir in the vanilla. Add the 
sugar slowly. Beat the fudge until it begins to set, spread in a buttered 
pan, and cut in squares. If fudge does not thicken after a thorough 
beating, add more sugar. 



[117] 



TOPIC IV 
OTHER COUNTRIES 
NINETEENTH MEETING 

Brotherhood 

Password: Cheerful givers. 

To the Teacher: The aim in this last group of lessons of the course is 

to arouse within the children a brotherly attitude toward all the 

peoples of the earth as children of the heavenly Father. The 

brotherly spirit may be fostered through stories, games, gift-making, 

a club, an international exhibit, and a play. The thought is now to 

be focused upon our relationship to countries other than our own. 

For a new club, Brothers All is suggested. The purpose of this 

club is to uphold the spirit of brotherhood and service. The work of 

the club is for the members to do all they can to show that they are 

brothers and sisters of boys and girls of other lands, and to help others 

to feel that way. More specifically, the work will be to make or prepare 

gifts to send to mission schools, and to help prepare for a final exhibit 

and play. The club may have the following motto: 

" As members of this club, we will be courteous and kind to people 
of other lands who come to our homeland, and do our part to be friends 
to boys and girls in other lands." 

This motto may be nicely printed on a mount and used at each 
meeting. The officers of the club may be a president, a vice-president, 
and a secretary. Committees may be appointed as plans call for them. 
In preparing for the exhibit, the children should have as large a 
share as possible in order that they may feel that it is their exhibit. For 
a play, Alice Through the Postal-Card, published by the Missionary 
Education Movement (see note under " To the Teacher " in lesson 20) 
and obtainable through one's denominational publishing house, is sug- 
gested. It is a Japanese play but is suggestive of the spirit of these 
lessons as a whole. 

Psalm 100 may be continued in these lessons if it has not yet been 
entirely learned. For a memory hymn, " In Christ There is no East nor 
West " is suggested. 

Materials Needed for This Meeting: A map of the world, Bible, black- 
board, stereopticon views for the play period, Worship and Song, 
and those needed for the work period as suggested below. 

Program 

1. Instruction and Business: approximately 45 minutes 

2. Work Period: approximately 50 minutes 

3. Play Period: approximately 25 minutes 

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THE JUNIOR CITIZEN 

I Instruction and Business 

a. Prayer. Repeat the Lord's Prayer in concert. 

b. Conversation. (Call attention to the opening phrase of the prayer, 
" Our Father," and question as to whom that phrase includes. Ask, 
Whose Father is he? Make it clear that it means everybody's heavenly 
Father, that God is the Father of people of all parts of the world and that 
he loves all equally. 

Calling for suggestions from the children, list on the blackboard 
under the heading, " The World Family," the different kinds of people 
who may unite with us in saying " Our Father." Now locate the homes 
of these people on the map.) 

Knowing our Brothers 

Once the people of one country did not know much about those of 
other countries; in fact, there was a time when the people of Europe did 
not know that there were people living in America, and the people in 
America knew nothing about white men. Once, in China, the door was 

II closed," as we say, to all outsiders. The Chinese were not willing for 
foreigners to enter their country. For the most part, the people of one 
country looked upon those of another as enemies. They were afraid of 
one another. That was partly because they did not really know each 
other and partly because they did not know enough about Jesus' spirit 
of kindness and helpfulness. 

That was in the days when little traveling was done. You see, when 
there were no trains or steamboats people could not travel very easily 
or very rapidly, and although traders and explorers took long and dan- 
gerous journeys the people of the different parts of the world were for 
the most part strangers to one another. 

Now it is very different, for ocean liners and trains have made it 
easy to travel from one part of the world to another. Many travelers 
from America have made friends in Europe; many people from across 
the seas have come to live in our country. Missionaries living among 
the people of the Orient have helped many of them to feel that we are all 
brothers and sisters. It is as if many members of a large family who 
once were separated had been brought together again. 

" Children of one Father 

Are the nations all; 
' Children mine, beloved,' 

Each one doth he call." 

— From "Song of Peace," by M. K. Schermerhorn. 

The poet who wrote this must have been thinking about the verse 
in the Bible which says, " All ye are brethren." (Explain that " breth- 
ren " means brothers. Read the verse directly from the Bible.) There 
is another Bible verse, too, of which the poet may have been thinking. 
It is, " Love one another," and it is found in John 15 : 12. Now when 

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THE JUNIOR CITIZEN 

you go home I want each of you to read in his Bible these two verses. 
(Give out slips on which the references are written.) 

c. Song, "In Christ There is no East nor West " (memory hymn). 
Juniors will appreciate this song if it is explained to them before they 
are asked to sing it. 

d. Conversation. Ask, How would you like to send presents to boys 
and girls across the seas? We want everybody to get into the habit of 
thinking of the world's people as one big family and the best way to 
show them that we feel that way is to send them something in a friendly 
spirit. America should help to make all the nations friendly toward 
one another. (Speak of the phrase in the Christian flag salute: " One 
brotherhood uniting all mankind in service and love.") Missionaries 
are helping to unite all mankind in service and love. We can have a 
part in that work; our missionary societies know just where and to 
whom we can send some of our handwork and money to help in this 
work. Don't you think it is a great deal better for all the nations to 
help one another instead of trying to get ahead of one another? Let's 
boost that idea. We can do it through some of the gifts which we are 
going to make in our handwork period. (The materials which the chil- 
dren can collect for a missionary box may be spoken of also.) Next 
week we are going to find another way to help — (the play). 

e. Business. Have the chief discoverer open the business meeting 
and announce that it is an appropriate time to organize a new club, if 
one is desired. Always the children's wishes should be consulted in 
this matter. Organize according to suggestions under " To the Teacher." 
Ask if they would like to have a curio exhibit for one of their play periods 
within a few weeks. (See twenty-first meeting.) They can have one 
if each helps to collect curios. Ask them to begin collecting this week, 
and each child may be asked to tell something about the curio which he 
brings. This curio collection may again be used at the final exhibit, 
twenty-sixth meeting. Give out copies of the new club song which is as 
follows : 

BROTHERS ALL 

(To the tune of " Jingle Bells ") 

Brothers all, 

Brothers all, 

Brothers far and near; 

Here and there, and everywhere, 

And 'way across the sea; 

Brothers all, 

Brothers all, 

Brothers far and near. 

Many a gift we'll send .to them 

For brothers all are we. 

2 Work Period 

The handwork suggestions for lessons 19-25 include making cos- 
tumes for the Japanese play (see next meeting), making posters of other 

[ 120] 



THE JUNIOR CITIZEN 

countries, printing memory hymns and club songs and making flags and 
signs in preparation for the final exhibit, and making gifts for boys and 
girls across the seas. The number of children in your class will de- 
termine how many of these suggestions you can carry out. If the group 
is small, for the gift work you might choose to make only such articles 
as can be completed in two or three meetings. After that the other 
handwork may be taken up. In such a group the costumes for the play 
could be made by the Woman's Missionary Society, leaving more time 
for the children to make their gifts. In a large group it would be easy 
to distribute the work. In that case, today some gift work and the 
printing of memory hymns and club songs may be started. 

The following articles are in demand by missionaries everywhere, 
and should be sent to the denominational mission board: 

Small face towels and wash-cloths for use of girls in mission board- 
ing-schools, linen squares for trays (made from old tablecloths), handker- 
chiefs, babies' bibs, needle-books, pin-balls, cut and basted patchwork 
for teaching sewing, bookmarks and calendars, small bags for money, 
sewing bags (filled if possible), decorated cards with space left for the 
missionary to write in a Bible verse, and wall cards. Scrapbooks 7x9 
inches, with few leaves, small dolls, games, ribbons and bits of colored 
string, and Christmas-tree decorations are all wanted. 

Directions for Making 

Wall Cards. Cut standard sheets of tinted paper into four pieces, 
bind the edges with passepartout binding, paste pictures on both sides, 
and tie at the top to hang by. Choose pictures from the following sub- 
jects: life of Christ, copies of famous paintings, views of historical places, 
typical scenery, or simple pictures of children and animals. 

Cretonne Needle-Book. Make a paper pattern the shape of a maple 
leaf. With this pattern cut out two leaves of cretonne (scraps may be 
utilized for this book) and two leaves of white flannel. Finish the edge 
of the cretonne leaves with blanket stitch and pink the edge of the 
flannel leaves. Put the flannel leaves between the cretonne leaves, and 
fasten together. The teacher should have the materials cut and ready 
for finishing and putting together before the class meeting. 

Bookmark. A bookmark of ribbon or heavy paper with a stick- 
printed design would be excellent for practice work. 

Stick Printing. Boxes containing complete stick-printing outfits 
may be bought from the Pilgrim Press. An outfit is composed of dye 
pads, wooden sticks of various shapes and sizes, and a bit of sandpaper 
for smoothing roughened sticks and removing dried color from the sticks. 

To print : Put the material to be decorated on a piece of damp blot- 
ting-paper. Press the end of the stick down firmly on the dye pad, then 
against the space to be decorated, as in printing with a rubber stamp. 
Lift the stick carefully from the cloth, so as not to blur the edges. (See 
figure 46.) Fabrics to be washed may be rendered indelible by covering 

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THE JUNIOR CITIZEN 

the printed design with a wet cloth and pressing with a very hot iron 
until perfectly dry. 

Stick- Printed Table Mat: Cut a nine-inch square of crash, linen or 
stencillex. Stencillex is an open-weave cloth through which squares 
ruled on paper can be seen, thus insuring a finished design that is straight 
and true. Pin the square on a piece of cardboard to hold the cloth in 
place, and print a border, allowing space all around the edge for a fringe 
one inch deep. 

Cross- Stitched Canvas Mat: Cut a nine-inch square of filet canvas, 
and thread a large-eyed needle with colored wool. Beginning at the 
upper left-hand corner of the mat, count seven squares to the right and 
seven squares down. Pass the needle through the seventh square, hav- 
ing the knot on the wrong side. Now cross-stitch one unit of the border 
design, which is four squares each way. Skip two squares to the right 
and repeat this design. Cross-stitch this border (figure 47) all around 
the mat, seven squares in from the edge. 

The cross-stitch edge is made by overhanding all around the mat to 
the left, bringing the needle up through one square, over the edge, and 
up through the third square. Repeat all around the edge, then start 
overhanding back to the right, coming up through the same squares. 
The edge may be of black or of the same color as the border. 

Face Cloth with Crocheted Border: Use a ready-made face cloth or 
hem squares of Turkish toweling. Put one double crochet stitch into 
the cloth, chain one, and repeat to make the border. In the corners, 
put three double crochet stitches in the same hole. 

Sewing Stand for Thread: A silkateen spool, two thread spools, a 
piece of wood one-half inch thick and three inches square, and a meat 
skewer are needed for this sewing stand. Bore a hole in the center of 
the wood as large as the holes in the spools, and sandpaper all surfaces 
of the wood until smooth. Trim down the meat skewer so it fits snugly 
into the holes of the spools. Now put the piece of wood on top of the 
silkateen spool, put the two thread spools on top of the wood, and push 
the meat skewer down through all the holes (figure 48). Drive a nail 
into the meat skewer at the top and bottom of the stand to act as a 
wedge. Fill any small spaces between the skewer and the spools by driv- 
ing in bits of wood. Drive a long small-headed nail into the wood three- 
fourths of an inch from each corner. Paint with enamel paint. 

When the paint is dry, make a small, round pincushion over the 
end of the top spool. Slip a spool of thread on each of the four nails in 
the board. 

Airplane: From white pine wood one-fourth inch thick or a little 
thicker, cut a strip B-B' twelve inches long and then shape the strip 
like figure 49. From a two-quart peach-basket, cut the rudder C, which 
is two inches wide and two and one-half inches long. With a knife, cut 
a groove in the top of B-B' just wide enough and long enough so the 
rudder will fit in, and glue the rudder C into the groove. 

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THE JUNIOR CITIZEN 

Now cut two wings from the basket. The larger wing which is 
fastened directly under the rudder is nine and one-half inches from tip 
to tip and two inches wide. The smaller wing is five inches from tip to 
tip and two inches wide. Shape the ends of the wings like the top of the 
rudder. 

Paint the body of the airplane one color, the wings another. Each 
wing is held to the body of the airplane with an elastic band. 

To operate: Hold the airplane at A between the thumb and fore- 
finger of the right hand, and throw in the direction of the arrow. 

Tip-Cart: This tip-cart may be made from any small wooden box 
with one end removed. Figure 50 shows how the cart is put together. 
From wood one-fourth inch thick, cut two shafts (A-A') one-fourth inch 
wide and about one and one-half times the length of the cart. Measure 
six inches on each shaft from A and taper and round, using a knife. 
From wood one-fourth inch thick, make an axle (A'-A') one and one- 
fourth inches thick and as long as the width of the cart. Nail this to 
the square ends of the shafts. Make the crossbar (B-B) one-fourth 
inch wide and one-half inch shorter than the axle. Secure the crossbar 
to the shafts by driving one nail through each shaft into each end of the 
crossbar. 

Take a piece of cloth two inches wide and as long as the crossbar, 
and fold it lengthwise. Glue one-half of the strip to the underside of 
the floor, halfway between the front and rear of the cart; glue the other 
half to the back of the axle. The body of the cart can then be tipped. 
The open end of the cart is the rear. 

Out of wood one-fourth inch thick whittle two wheels ; with a gim- 
let bore a hole through the center of each. Fasten the wheels to the 
axle with small screws. (The alternatives suggested under " Wagon " 
on page 98 might be used.) Sandpaper all surfaces of the cart and paint 
with a bright color. 

Marble Game: A piece of thin wood 12 x 3 inches is needed for the 
marble game. Draw on the board three gates as in figure 51, the gate 
in the middle being two and one-half inches wide, the right-hand gate, 
one and one-half inches wide, and the left-hand gate, one inch wide. 
Cut out these gates with a compass saw, and smooth down all rough 
edges with a knife. Cut out two right-angle triangles of wood, with a 
three-inch base and three inches high. Nail these triangles on the back 
of each end of the board, to hold the board in a vertical position. 

Sandpaper all parts and paint with a bright color. Paint the 
figures five, three, and one over the gates, as in the illustration. The 
following directions for playing should be written on paper and pasted 
on the back of each board. 

Directions for Playing: Set the board on the floor against the wall. 
Players take turns trying to roll a given number of marbles through the 
gates. All marbles going through a gate add the number over that gate 
to the score of the player. 

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THE JUNIOR CITIZEN 

Knitted Costume for Four-inch Celluloid Doll: Cast 60 stitches of 
colored wool on, steel knitting-needles, and knit 6 rows plain. Narrow 
to 20 stitches by knitting 2 together, then knitting the third stitch alone 
and slipping one over the other. Repeat this with each succeeding group 
of three stitches. Knit 1, purl 1, for 12 rows. Sew down the back and 
over the shoulders. This dress has no sleeves. Bloomers: Cast on 12 
stitches and knit 14 ribs (28 rows). Sew the two ends of this strip 
together and fasten at the corners. Put on the doll and sew the top of 
the bloomers to the underside of the waist. Bonnet: Cast on 22 stitches, 
and knit 1 row plain. Narrow each row by knitting the two middle 
stitches together. Repeat for seven rows, bind off and sew together at 
the back. Make rosettes for each side of the bonnet, following the direc- 
tions for the soft yarn ball on page 60. The cardboard circle should be 
about one inch in diameter. 

3 Play Period 

Stereopticon views of missionary work may be shown at this meeting. 
As an alternative, the following games are suggested: 

Grunt. The players form a circle. One player is blindfolded and 
stands in the center. He touches a player in the circle and says " Grunt." 
If he cannot tell the name of the person who " grunted," he must try 
another player until he succeeds, when the two exchange places. 

Blow the Feather. A cord is stretched across the middle of the 
room. The players form two teams, and each team, by blowing or using 
a fan, tries to keep a feather on the opposite side of the line. 

This is my Nose. The players form a circle. A leader in the center 
says, " This is my nose," but points to her feet. The player in the circle 
to whom she has pointed must point to his nose and say " This is my 
foot " before she counts ten. If he is unable to do so, he must go down 
on his knees and stay there until, later on, he has answered correctly. 
If a player answers correctly, he changes places with the leader. 

Ring on a String. The players form a circle with one in the center. 
A ring is threaded on a string long enough to reach around the circle, 
and the ends of the string are tied together. The players hold the string 
with both hands, and pass the ring around, trying to prevent the player 
in the center from discovering where the ring is. A player who is dis- 
covered with the ring has to take the place in the center. 

The Countess of Huggermuggers is Dead. The point of this game is 
not to smile. Place two lighted candles on the floor eight inches apart. 
Two players face each other with the candles between them, each player 
standing four steps back of his candle. Each player takes three steps 
forward, bowing between each step. One player then says, " The 
Countess of Huggermuggers is dead." The other answers, " I am very 
sorry to hear it." The first replies, " So am I." Each player then 
blows out his candle, and takes three steps backward, bowing between 
each step. 

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THE JUNIOR CITIZEN 

A group might be divided into teams, each team scoring a point 
when one of its players goes through the performance without smiling. 

Ghost. The players sit in a circle and one thinks of a word and 
announces its first letter. The second player must also think of a word 
that begins with that letter and announce its second letter. The third 
player must then think of a word the first two letters of which are those 
which the first two players have announced, and give its third letter, and 
so it goes on around the circle, each player trying to continue the word. 
The player whose letter, added to those already given, finishes a word 
becomes a " ghost." When that player has been so unfortunate as to 
end three words, he is then a " ghost " for the third time and is out of 
the game. 

If, during the game, one player names a letter which combined with 
preceding letters seems an impossible combination with which to spell a 
word, the next player may challenge him to name the word he was 
thinking of. If he cannot name one, he is called a " ghost." To illus- 
trate the game: Player one says u b." (He may be thinking of bark.) 
Player two says "o." (He may be thinking of boy.) Player three may 
say "i." (Perhaps he is thinking of boisterous.) We then have b-o-i. 
If player four says "1," he is a ghost because he has ended a word. If 
he, too, had thought of boisterous he would have added " s " and would 
not have been a ghost. 



[125] 



TWENTIETH MEETING 
Japan Day 

Password: Friends Across the Sea. 

To the Teacher: The purpose of this lesson is to help the pupils to feel 
brotherly toward the Japanese as members of God's family. After 
the conversation and story, " Alice Through the Postal-Card " 
(See " To the Teacher " on page 118) is to be read by the teacher or 
teachers. It will be well to read the play to all the children so that 
all may be interested in it. After the reading, announce the names 
of those who are to take part in the play and that the others are to 
help make costumes for it. Directions for the costumes, which are 
very simple, are given with the play. The more pictures one can 
collect from magazines the better, for they can be used to great 
advantage with these lessons. The missionary and National Geo- 
graphic magazines and the picture sheets published by the Mis- 
sionary Education Movement, are good sources. 

Materials Needed for This Meeting: The play, " Alice Through the Pos- 
tal-Card," pictures of other lands, club motto (printed on a mount), 
copies of the club song, those materials needed for the handwork 
and the play period (if the suggested games are played instead of 
having the entertainer), Worship and Song. 

Program 

1. Instruction and Business: approximately 40 minutes 

2. Work Period: approximately 50 minutes 

3. Play Period: approximately 30 minutes 

1 Instruction and Business 

a. Song, " In Christ There is no East nor West " (memory hymn). 

b. Prayer 

c. Conversation 

On the map locate Japan; plan with the pupils a trip to that country 
from ours. What are some things you would like to see when you get 
to Japan? From their general reading the pupils will have suggestions 
to make about Japanese houses and customs. The annual house-clean- 
ing, when all paper is entirely removed from the walls and new put on, 
the extreme cleanliness of the homes, the custom of taking off shoes, 
their politeness, their manner of dress, their food and ways of eating, 
the use of cushions on the floor instead of chairs, their means of travel, 
and the fact that it is called " Cherry Blossom Land " will be of special 
interest. 

d. Story 

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THE JUNIOR CITIZEN 

How Kitoshima Kept His Word 1 

Dr. Hoyt and his twin sons David and Jonathan paused in surprise 
at the door of their home in Japan. 

" Somebody's been here," said Jonathan. " Look at all those sticks 
on the porch. Why, they're letters. ' K-i-,' what does it mean, father? " 

" Wait a minute," said the doctor, looking curiously at the floor. 
" The wind has blown some of them away." He replaced the broken 
twigs and then read the result: " Kitoshima called." 

11 I suppose he came on his bicycle and hadn't any card with him. 
That's very gracefully done; see that pretty ' s.' Every Japanese is a 
born artist, I believe. Don't disturb them until your mother comes." 

" I'm so sorry," said David, " I want to see him." 

11 He will come tomorrow morning, my boy, for he has a lesson to 
give at the school." 

The next day the twins were on hand to waylay their friend when 
his task was done, to blow their new whistles in his ears, and run beside 
him to the dispensary. The slender young man stood at the open door 
in respectful silence until the doctor looked up. He spoke a precise 
English, with a twist in the order of the words now and then. " Good 
morning, Dr. Hoyt. Is it that one moment I may speak with you?" 

The busy man nodded and waved his hand, which signal was under- 
stood to mean that they were to stay outside. When the doctor had 
taken a cinder out of one patient's eye, put fresh bandages on a broken 
arm, and scolded an old woman for eating the salve she had been told to 
rub on her knee, he stepped out into the sunshine to face the three who 
were waiting for him. As usual, Jonathan spoke first. " O father, 
Kitoshima wants us to spend the day with him. He's going to show us 
the funny straw raincoats, and he will make a big kite and do lots of 
things. Do let us go." 

The doctor looked from one eager face to the other in the tantalizing 
way that some fathers have, before he said gravely, " You may go any- 
where with Kitoshima." The dark face before him lighted up with 
pleasure, and the young teacher made a low bow. " A thousand thanks," 
he murmured, " I will take good care, doctor." 

It was great fun for David and Jonathan to fly kites made in the 
shape of birds or dragons, and which could hum as well as soar. A large 
music-box was wound up for them and they were allowed to fire an air- 
gun at a target. Their eyes grew round with wonder when Kitoshima 
put on one of the straw overcoats which the Japanese farmers use to 
protect themselves from rain in winter. 

Then the young man took them to the estate of a nobleman, near 
his home. " The family are away," he explained, " where we will we 
may go." They entered a grove of feathery bamboo. " We will leave 

1 By Anna Stevens Reed. Reprinted from Everyland by permission. Subscription rate to Everyland, 
$1.50 per year. 

[127] 



THE JUNIOR CITIZEN 

our lunch box here and come back," said their guide. Farther on, there 
was a wilder spot, among trees and rocks. 

David exclaimed at some beautiful green moss, and Kitoshima told 
him to sit down there. The cushion proved as soft as it looked. "You, 
too, Jonathan. I will look for cherries. My people raise the trees just 
for the blossoms, but how good the fruit is, we know, do we not? Sit 
still until I come back, or you will get lost." 

The twins had been trained to obey, but the livelier one could not 
keep quiet very long. He took out his knife and began to dig with it. 
" You're spoiling the moss," said his brother. 

11 There's plenty more, " replied Jonathan. " This is the queerest 
rock I ever saw; I don't believe it's stone at alL" 

" What was that noise, Jonathan? Oh, what have you done? " 

Suddenly David found himself slipping, sliding down hill. Faster 
and faster he went, till, to his terror, he landed in total darkness. It was 
some minutes before he could speak; then he called softly, " Jonathan." 
" Here," said a voice not far away. 

" Are you hurt? " 

11 Not a bit. How's David? " 

" All right — I guess," was the doubtful answer. " What did you 
do to the rock? " 

" I tell you it wasn't a rock. It felt like hard wood; must have 
been some sort of a sled, to chuck us down here, and I couldn't have 
started it with a penknife, you silly. It's magic, the kind we read about," 
and Jonathan chuckled as if he had enjoyed the ride. 

Poor David was nearly crying. " How can we get out? " 

11 It's Kitoshima's picnic; he must dig us out." 

" He won't know where we are." 

" It's lighter over there, David. I'm going to crawl that way. 
Come on." 

The bolder twin crept on until he came to a passage which led to a 
grotto where they could stand upright, and look up, through gaps in the 
rocks, at trees waving far above them. 

" It's an enchanted cave," said Jonathan in great glee. " I always 
wanted to find one. How that rock glistens! Diamonds, probably. 
There ought to be a dragon to guard them. Come along and we'll find 
him." 

" I don't want to find him; I want Kitoshima." 

They picked their way carefully down rude steps cut in the solid 
rock, turned a corner and Jonathan cried out, " Here he is! There's the 
dragon." Sure enough, a dreadful creature with wings and claws and 
blood-red eyes, crouched beside a round basin which might have been a 
fountain once, though there was now no water to be seen. " Let's go 
back," whispered the trembling David. 

" Made of stone, probably," said Jonathan, though he had quailed 
also. He took a few steps more, then he laughed. " Don't worry, 

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THE JUNIOR CITIZEN 

David; it's just an image. Don't you know the big stone lions by the 
temple? It's like them; it can't hurt you. Let's run right up and dare 
him to touch us." They clasped hands and ran on laughing, for David's 
fears had flown as suddenly as they had come, but nothing in the little 
fellows' experience had prepared them for what happened next. The 
dragon actually reared up and caught a boy in each claw, while curved 
pipes shot out from above and threw a fine spray of water over them. 
It was too much; David uttered one word in a piercing scream, " Kito- 
shima! " 

And Kitoshima was instantly there, sliding down the trunk of a 
tree from which he had been watching their movements. He drew the 
little boy into his arms and told him over and over that nothing should 
hurt him. " I take blame to myself, little friend, for giving you fears 
on this so bright day. I did not think you would go so close to the 
dragon. I knew Jonathan would; see, he is not afraid." The other 
twin had not waited to be rescued. In his surprise he had stepped back 
when the dragon's claws fell, the pipes disappeared and the shower was 
over. " How did he do it? Make him do it again," he cried in an 
excited tone. 

" You stepped on a hidden spring, right in the middle of the path. 
You may do it over, if you like, but David has had enough. I will not 
leave you again and there shall be no more tricks today." 

Presently the young man showed them a path up the ravine and 
insisted on carrying David on his back. They were soon in the grove of 
bamboos, and after they had eaten their good lunch and the cherries that 
Kitoshima had, he explained the strange things they had seen, ending 
with these words: " It is only a joke now about sliding into the grotto, 
and every one around here knows how the dragon is made, but once it 
was all in earnest and no one understood it. Many years ago this place 
belonged to. a temple which has been burned. The priests made these 
contrivances so as to frighten people and get them to do as they said. 
There was a good deal more water in the shower-bath then, and whoever 
stood there was told that it would wash away his sins. Are you not 
glad that your father and mother and other good men and women have 
come here to teach my people a better religion than that? " 

They were all stretched on the grass and the young teacher noticed 
that one of the twins was still pale. " I am sorry I let you be frightened, 
David," he said humbly. 

11 Oh, I don't mind now," returned the child with a happy look. 
11 It's so nice here; not like that dismal place." 

11 I would not hurt you for all the jewels in the coronet of our em- 
press, and a great many of them there are, for I saw her wear it last week. 
Because of the English I am wanted sometimes at the palace. David 
and Jonathan, I shall save your lives some day." His eyes had a dreamy, 
far-away look as he gazed at the blue sky through the lacework of the 
leaves, and both boys were impressed by his earnest words. One of 

[129] 



THE JUNIOR CITIZEN 

them rallied and said rudely, " What nonsense! How can you save our 
lives? You can't save us from the sharks, for father won't let us bathe 
in the bay. When an earthquake comes, we only need run out into the 
street and it's soon over. I wouldn't talk big. Such things don't hap- 
pen any more, except in books. How are you going to do it, Kitoshima? " 

The face of the Japanese was like a mask which hid all and told 
nothing, but when he spoke, his voice was deep with a tenderness that 
he may have learned in the Western world. " Little friend, when you 
need me, I shall be there." 

A year brings many changes. When the cherries were ripe again, 
Kitoshima stood sorrowfully on a wharf, waving good-bye to his friends 
who were going to China. Dr. Hoyt had been transferred there, at his 
own request, to be near his only brother, who was also a missionary and 
who needed his care. The little group on the deck of the steamer was 
sad at parting. Jonathan made one of his odd speeches. " I don't see 
how Kitoshima is going to save our lives now." 

" Nor I," said David. " When he said that, I believed it would 
come true." 

" You believe most things, don't you, David? We'll never see him 
again." The other twin hid his grieved face against his father's arm. 
Dr. Hoyt said quickly, " Jonathan, when will you learn to be more care- 
ful of your brother's feelings? There are many ways for friends to 
meet. We may even return to Japan." 

Another year went by. In the summer of 1900 the Boxer Rebellion 
broke out in China. Wild, cruel men went everywhere bent on killing 
the foreigners and native Christians. A number of these took refuge in 
one place in Peking and tried to keep the Boxers out. Dr. Hoyt and his 
family were in this group of people. For many weeks they were on the 
defensive, watching out for Boxer attacks and suffering many hardships. 
They had only one cannon, an old one made in England, found in a 
Chinese junk-shop. It was set upon an Italian carriage, bound with 
Chinese rope and fired by an American gunner, using Russian shells, 
touched off with Japanese-made fuse, in which German fine powder was 
used. So many nations were represented in that company that all 
over the world people were watching for news from Peking, and trembling 
for the result. 

When the first of August came Dr. Hoyt went to one of the men who 
had charge of the food to beg a little rice for his sick boy. " Certainly, 
doctor; I'm sorry. Which one is it? " 

11 David. He can't eat the horse-flesh. I wish I had some of the 
milk that is thrown to the pigs on my father's farm; it would keep him 
alive. I fear for David unless we are relieved soon." 

Jonathan had followed his father and heard every word. It took 
some time to soothe him and persuade him that he must take good care 
of David, and keep right on hoping and praying that help might come. 

[130] 



THE JUNIOR CITIZEN 

He went back to his brother's bedside eager to do any little thing he 
could. 

" Father has something nice for you; you'll like it, David. I wish 
I could have some." 

" I don't want it," was the answer. 

" But you must eat, or you'll die," cried Jonathan in alarm. " Just 
think. We can't ride the pony Uncle Chester has promised us, or find 
out what makes the ducks hurry so when they climb on board that queer 
boat at night, or string shells for mother's curtain, or any of the things 
we've planned, if you die." 

" That's so," said the other twin wearily, " I s'pose I mustn't." He 
dozed a little, but soon started awake. " I wish those old guns would 
stop; they make my head ache. I wish — Kitoshima — would come." 

" It would be a good time," admitted Jonathan with his old droll 
look around the corners of his mouth. 

Meanwhile, the allied troops were doing their best to come to the 
relief of their countrymen, but there were many obstacles in their path. 
Each time that they paused for more than a night, one man was here, 
there, and everywhere. If it seemed impossible to advance, he kept 
saying, " We can do it; we must do it." He said it in three languages, 
English, French and Japanese. At last an American talked back: 
;< You act like a crazy man." 

" It is a vow," said the other, solemnly. " My friends are in Peking, 
if alive at all they are, and I am pledged to save them. I pray the merci- 
ful Father that I may not come too late." 

On August 14th, when the heroic company at the British Legation 
had held out against odds for eight long weeks, the troops reached the 
walls of Peking. Their hearts were heavy with anxiety, for they did 
not know the condition of the besieged, and they had heard severe firing 
the night before. So they would not wait to batter down a suitable 
entrance, but went in by the small water-gate, one by one. Then they 
rushed forward, fearful of what they might find. But oh, what a welcome 
they received! 

First, at a run, came the bold Sikhs, tall, turbaned and imposing, 
the black vanguard of the British forces, who followed right behind. The 
Americans were next, then the Russians, while close at their heels pressed 
the brave little brown men of Japan. One of them broke from the ranks 
to fling himself at the feet of the twins and throw his arms about them. 
He was laughing and crying both, as were others that day. " Did I not 
tell you I would come? Were you not expecting me? Oh, what have 
they done to my boy? David, is it food you have not? See, here is 
plenty." 

He tore off his knapsack, opened it and held out a whole cake of 
chocolate. The boy's father was instantly beside them. 

11 Only a little," he commanded. " Give it to me, Kitoshima. Yes, 

[131] 



THE JUNIOR CITIZEN 

yes, he shall have all of it, but not all at once. God bless you always 
for this! " 

e. Play, " Alice Through the Postal-Card." The teacher or teachers 
may read the play to the children. Then choose the children who are 
to take part in the play and announce that at the remaining meetings 
those children will rehearse the play for the final exhibit day. Explain 
also that some of the other children are to help make the costumes. 

/. Business. The president will hold up the motto and lead all in 
reciting it, concluding with, " Be true to the motto." He will then 
speak of the good-will box, if one has been used, and the curio collection, 
which will be exhibited next week. Ask some to be prepared to tell 
something about the articles which they have brought. 

Is there anything the Brothers All club can do to show they are 
friends of the Japanese boys and girls? (Explain that some of the gifts 
they are making can be used for the Japanese, and that in a few weeks 
they will need to decide just which ones will go to them. Speak of the 
regular missionary offering of the Sunday school. 

Announce that the next meeting will be China Day and that you 
are going to have a few children plan a surprise for that day. See the 
dramatization of a Chinese call in the twenty-first lesson and prepare 
for it now.) 

2 Work Period 

Continue the handwork of the last meeting. A small group will 
continue its gift work begun at that time, finishing it either today or next 
week. A large group continuing the work of last week will aim to finish 
the memory-work posters today. As the pupils work on the gifts they 
should be conscious of the purpose of the work and be interested in the 
people to whom the gifts may be sent. Do not think of this as a class in 
handwork but rather as a class in world-wide helpfulness. Some of the 
children may use a part of the work period to rehearse the play. 

3 Play Period 

An appropriate entertainment for this meeting will be to have a 
local " foreigner " come in and demonstrate something in the line of 
entertainment characteristic of his or her country. This might include 
a talk about native customs and the singing of folk songs. The enter- 
tainer might also show objects brought from the homeland. Perhaps a 
visit from a missionary will be possible. In case neither of these sugges- 
tions can be carried out, a " stunt " day may be held with the following 
features: 

The players take turns in being blindfolded for the first three stunts. 

Tasting Game: Give the player a taste of salt, sugar, cocoa and 
bread and have him guess what each is. 

Smelling Game: Have the player guess the following by smelling: 
ammonia, vinegar, vanilla, and peppermint. 

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THE JUNIOR CITIZEN 

Game of Touch: Put various objects in the hands of the player, and 
have him determine what they are by feeling them. 

Celebrated African Monkey. Announce that all wishing to see the 
celebrated African monkey should form a line. Take each player in 
turn into a closet or behind a screen, and let him look into a mirror. 

Walking the Tight Rope. The performer walks along a chalk-line, 
looking through the large end of an opera glass. 

Introduction to the King and Queen. The throne is made by placing 
two chairs side by side, with the width of a chair between them. Put a 
sofa cushion on the floor between the chairs, and put a couch cover over 
both chairs to give the effect of a long seat. The king and queen sit on 
the chairs. The players are brought in, one at a time, and ceremoniously 
presented to their majesties, who graciously ask the visitor to be seated 
between them. As the visitor sits down, they both rise, and of course 
the visitor unexpectedly sits on the cushion. Those having been intro- 
duced may stay in the throne room to enjoy the rest of the presentations 

At the close of the play period have next week's password given out 



[ 133 



TWENTY-FIRST MEETING 
China Day 

Password: Friends Across the Sea. 

To the Teacher: Aim in this lesson to stimulate a brotherly feeling for 

the Chinese. 

Materials Needed for This Meeting: Worship and Song, copies of the club 
song, " Brothers All," articles needed for the handwork and for the 
dramatization, and the curios collected by the children which will 
be used today in the play period. 

Program 

1. Business and Instruction: approximately 25 minutes 

2. Work Period: approximately 60 minutes 

3. Play Period: approximately 35 minutes 

1 Business and Instruction 

a. Class business session. The president may lead in reciting the 
motto and the following poem of brotherhood, previously printed on the 
blackboard : 

BROTHERHOOD 1 
A[brother of all the world am I, 
Over the world I find mine own, 
. The men who come from the lands that lie 
In the bitter belt of the frozen zone. 
The men who come from the dreamy South, 

Under the glowing sun's caress, 
With swarthy skin and smiling mouth, 
All brothers mine in a bond to bless. 

I honor the land that gave me birth, 

I thrill with joy when the flag's unfurled, 
But the gift she gives of supremest worth 

Is the brother's heart for all the world. 
So come, ye sons of the near and far, 

Teuton and Latin, Slav and Jew, 
For brothers beloved of mine ye are, 

Blood of my blood in a world made new. 

— Willys Peck Kent, 1913 

Speak of the curio collection. Choose a group to act as visitors 
from the Near East for next week's program. Sing the memory hymn, 
"In Christ There is no East nor West." 

b. Instruction. A Chinese Call 

(The pupils chosen last week will now present the surprise, which is 
a dramatization of a call in a Chinese home.) 

1 From Missionary Education in Home and School, by Ralph E. Diffendorfer. Used by permission. 

[134] 



THE JUNIOR CITIZEN 

Place: A Chinese home. In the room are seen a table on which are 
thin slabs of wood standing on end and which represent the ancestral 
tablets; chairs near the door and the table and half-way between. 

Characters: Mother and grandmother, hostesses; a servant; two 
callers. (Callers knock at the door and speak.) 

Callers: " We call! we call! " 

(Servant opens the door, bows, bending almost to the ground, 
shakes his hands by putting each hand in the sleeve of his opposite 
arm. As he thus snakes hands, he speaks.) 

Servant: " Condescend to enter! I beg of you, walk in." 

(Callers enter; two women, hostesses, " scuttle " across the floor 
to greet them. They bow and shake their hands. The grandmother 
points to the chairs near the table and addresses the guests.) 

Grandmother: " Honored ones, I beg you to sit there." 

Callers: " No! No! (slip into the chairs nearest the door.) 

Hostesses: " No! No! Sit higher! Sit higher! " 

(Try to pull the callers up to the " highest " chairs, but the callers 
refuse and slip into chairs halfway up as a compromise.) 

First Caller: " Has your body peace? " 

Both Hostesses: " It has very much peace." 

Second Caller: " Have the children peace? " 

Mother: " They all have peace." 

(At this point the children can imagine some common conversation 
which might be exchanged.) 

(Grandmother enters with cups of tea and little cakes. They drink 
the tea and eat some of the cakes. They wrap in their handkerchiefs 
some of the cakes, that are left over, to take home.) 

(Callers rise to leave.) 

First Caller: " We have troubled you too much." 

Grandmother: " Your call has made flowers grow in the garden of my 
mind." 

Second Caller: " You have spent too much money on us." 

(Hostesses bow and callers back toward the door. As they do so, 
the hostesses speak.) 

Hostesses: " Walk slowly! Walk slowly! " 

After this dramatization tell the following story about a Chinese 
boy and his father. 

Making Money 1 

" Brr-r-r-r-r-r-r! dje, dje, dje! " called the driver, with a crack of 
his short whip — and they were off. The mule was starting eagerly, so 
was the driver, and so was Pung Ling, towards home. School was over, 
good-byes said, and vacation begun. Pung Ling sat in front of his bag- 
gage on the big-wheeled Peking-cart, swinging his legs over the shaft 
behind the mule. He was very much excited as the cart bumped and 

1 Here and There Story, by Helen Davis Chandler. Published by Woman's Board of Missions, 14 
Beacon Street, Boston, Mass. 

[i3S] 



THE JUNIOR CITIZEN 

jogged along the rutty road, towards the country town where his home 
was. He would be there that day. His parents and brothers would 
welcome him as an important person. For he had been away to school 
and was learning to become an " honorable Before-Born," as the Chinese 
call their teachers. 

Pung Ling's father was one of the wealthiest men of the little town, 
so rich that he had a house made of brick, instead of mud. But what 
his business was, or how he had become a rich man, Pung Ling did not 
know. He could remember when they were poor. His father had been 
a straw mat-maker and worked very hard. He still worked hard, but 
always in an inner room where the family were not allowed to go. Now 
they lived in plenty. Pung Ling wore clothes of silk and satin instead of 
cotton, like most of the other boys in school. They called him the rich 
man's son, and some of them were envious. 

He was a quick student and was taking home a fine set of marks, 
which would please his father. But Pung Ling himself cared even more 
for the silver cup he had won in the inter-school meet that spring. For 
he was the best runner in Seek-the-Truth School. His brothers would 
look up to him as a hero — and he felt very proud and satisfied with 
himself, as the cart jogged on and on over the dusty road. The great 
city was nearly out of sight now and home not very far away. At last 
the familiar big wall around the little town came in sight. Before long 
he passed between the great gates soon to close for the night. 

Pung Ling's brothers welcomed him with shouts of joy. There, 
too, was his mother, smiling happily. He made her a low bow, as a 
Chinese boy should, and she patted him on the head. 

" But where is our honorable father? " he asked of Pung Ming, 
his next younger brother. 

"Oh, father is very busy in his private work room," said Pung Ming. 
" But he told me that when you came you were to go to him there." 

"Go to him there! " thought Pung Ling; and he wondered very 
much, for that mysterious door had always been shut to him, and all the 
rest. His father opened the door and received Pung Ling with a smile 
of welcome. 

" Come in, my eldest son," he said. " You have been away at 
school and you are old enough now to understand my business and help 
me in it through your vacation. Come in and see." 

It was a small inner room with an open window high up near the 
ceiling. Long, low tables on each side were piled with rows and rows of 
money: twenty-cent pieces and little ten-cent coins. On a big table 
under the window was a charcoal fire in a brazier, and ever so many iron 
molds. Another table was covered with knives and files and all sorts of 
instruments. The floor was littered with pieces of brass and old metal. 

" Is this where you keep your money, father? " asked Pung Ling, 
very much interested. " This is where I make it, son. Take this twenty- 
cent piece in your hand. Does it look all right? Yes? Of course it 

[136] 



THE JUNIOR CITIZEN 

does. Mine are perfect. Look at this one I am taking from my purse. 
Do you see any difference? They are both new and bright. But the 
one I made is almost all brass, while this one is all silver. Mine have a 
little mark up here near the edge," he said, holding up another coin, 
" and I know them. Most people are fooled by my money unless they 
have sharp ears and ring the coins against something hard. I take it all 
to the big city and sell it. This is a much more profitable business than 
my old one — making straw mats." 

Pung Ling looked at his father and at the money, all counterfeit, for 
a long time without saying a word. " Well, son, what do you think? 
Could you learn such a clever business as this? " 

Pung Ling still stood silent, but finally shaking his head, " I'm 
afraid I couldn't, father," he said, " I'm afraid I couldn't." 

The father was surprised and displeased at Pung Ling's manner. 
He sent him away, sternly telling him not to mention what he had seen, 
nor their talk. 

It was a very unhappy boy who joined his brothers. What was he 
to do? What could he say? A Chinese boy must treat his father with 
respectful awe. Yet Pung Ling was shocked and hurt to find that his 
father's business was so dishonest. He felt he could never hold his head 
up again with the boys of Seek-the-Truth School. 

After a few days, his father called Pung Ling again to the inner 
workroom. " Pung Ling," he said, " I have counted on you to help me 
through your summer vacation and learn my business. When will you 
begin? " 

The boy stood silent with anxious eyes. What he had to say was 
not as a Chinese boy might speak to his father. But he had no other 
way. 

" O honorable father," he began, " you have always been kinder to 
me than I deserve. You have given me the chance very few boys have 
of going to the great city to study. At Seek-the-Truth School, unless we 
boys learn to be brave and true and hate falsehood, we have no place. 
The Shepherd-Teacher from away over the sea has given us the pattern 
to follow of a Boy- Jesus who lived two thousand years ago. He was so 
true always that he did the greatest thing in the world. He would hate 
this business of counterfeit money. Every piece goes out into the world 
and hurts people, just like a lie. O father, let us make straw mats again. 
I would rather be poor." 

The father was angry and sent the boy away. " Look for some work 
yourself," he said. " I won't have my eldest son lazy through his vaca- 
tion." 

So it was that all summer Pung Ling worked at the humble trade of 
mat-making in a little shop down the street. He saved his earnings so 
as to pay his own way, if possible, at Seek-the-Truth School. He felt 
that he could not use his father's money there. 

And all summer the father worked alone, uneasy and unhappy. 

[ 137] 



THE JUNIOR CITIZEN 

Then one day he packed his Peking-cart full of heavy boxes and started 
on his usual trip to the city. He was still angry at his boy and his 
notions. Whoever heard of such nonsense! The father was proud of 
himself for being so clever as to fool people with his counterfeit money. 
If he could keep his business quiet so that he would not be put in prison, 
this was his own affair. Still, Pung Ling's words had been constantly 
in his head. Perhaps his conscience bothered him as he rode along, 
trying to think up excuses for himself. 

As he drew near the city there was a " ricksha " puller, with an 
empty " ricksha " standing by the side of the road. He was dressed in 
rags, and he was crying aloud as if something dreadful had happened to 
him. Pung Ling's father stopped the cart and asked what was the 
matter. 

" O honorable sir," the man said, " how can a rich man like you 
understand my trouble! I have had bad luck. For days no one had 
ridden in my ' ricksha,' and yesterday I gave my little girl the last silver 
coin I had, to go and buy food for the family. She came back crying 
and said it was counterfeit. No one would take it. So there was nothing 
for any of us to eat yesterday. This morning a well-dressed man rode 
in my ' ricksha.' He agreed to pay me twenty cents for going a long 
distance. I was happy indeed, for that meant there would be food today. 
I was too weak to go fast, but finally we got there. He gave me the 
money and disappeared quickly in the crowd. When I rang it on a 
stone, it was not silver at all. And O sir, what hope is left for me! I 
am too weak and tired to pull the ' ricksha ' any more. My family will 
have no food. We shall all die." 

Pung Ling's father asked the poor man to show him the coins. He 
looked at them carefully and recognized them as his own. Then all of 
a sudden he remembered Pung Ling's words, — " Every piece goes out 
into the world and hurts people, just like a lie." Hot shame came over 
him. How many others were suffering because of him. What could 
he do? 

" Here is some true money for you," he said, emptying his purse 
into the other man's hands. " Go home and eat and rest. You will 
soon be able to pull the ' ricksha ' again." 

With that he whipped up his mule and went on his way. This 
time he did not go to the usual place where he was in the habit of selling 
his bad money. Instead, he went to a high bridge above a great, deep 
river. The passers-by were astonished to see a cart, drawn by a mule, 
standing on the bridge, and a well-dressed man lifting heavy boxes out 
of the cart and dropping them into the river below. There was a great 
splash as each box fell. Then it was gone out of sight to the bottom. 

Pung Ling saw his father coming home late that day, looking tired, 
but very happy. " I have something to tell you, my boy," he said, 
calling to the astonished Pung Ling in a new way, and taking him along 
to the little inner workroom. " Tomorrow we shall make a great fire 

[138] 



THE JUNIOR CITIZEN 

and melt up the contents of this room. Then we shall move back to the 
little mud-walled house we used to live in — and I shall make straw mats 
again. This big house we will sell, and the money use as we can to 
help people who have suffered because of my bad money. And son, I 
must learn more about the Pattern the Shepherd-Teacher has given you. 

1 want to know what sort of a man that Boy-Jesus grew to be and what 
he did for the world. Perhaps I'd like to have him for my pattern, too." 

When Pung Ling came back to school, the boys were surprised to 
see him wearing cheap cotton clothes, like theirs. " I am now a poor 
man's son," he said, in answer to their questions. And they wondered 
why he did not seem to care. 

After the story, say : Let's think of some things Americans have done 
to show that they are friends of people in China. (Speak of famine 
relief and the return of part of the Chinese indemnity after the Boxer 
Rebellion, and the help which missionaries give.) If we send to Chinese 
children some of the gifts which we are making, then we, too, will be 
showing that Americans are their friends. 

c. Prayer (that our country may always stand for justice and honor 
and be ready to help those who are in need, that boys and girls may try 
to make this possible) 

2 Work Period 

As at the last meeting, make gifts and prepare for the exhibit and 
play, thus developing the spirit of world-wide helpfulness. If the plan 
suggested in lesson 19 for a small group is followed, the group may begin 
the making of memory-hymn posters, and other articles in preparation 
for the final exhibit. The children might prepare decorations which will 
suggest the international idea. 

If the large group plan suggested in lesson 19 is followed, the pupils 
may today continue the gift work and begin on the costumes for the play, 
signs, and decorations for the exhibit. 

3 Play Period 

The curio exhibit for which the children have been bringing contri- 
butions may be held today. Close with the club song, " Brothers All." 



[ 139 



TWENTY-SECOND MEETING 
Near East Day 

Password: Name of a favorite Bible hero or heroine. 

To the Teacher: To foster friendliness for the children of the Near East 
is the purpose of this lesson. That friendship is to be shown by 
collecting clothing for the Near East Relief. After this has been 
collected and packed, it can be sent to the Near East Relief, One 
Madison Avenue, New York. Read the note in lesson 21 in regard 
to having a few of the children impersonate Bible characters as 
visitors from the Near East. 

Materials Needed for This Meeting: Map showing the Near East, ma- 
terials needed for handwork, stereopticon views, Worship and Song. 

Program 

1. Instruction and Business: approximately 30 minutes 

2. Work Period: approximately 60 minutes 

3. Play Period: approximately 30 minutes 

1 Instruction and Business 

Locate the Near East on a map and mention the names of some of 
the countries included under that designation, as Mesopotamia, Arabia, 
Turkey, Palestine, Syria. Now say that sometimes we call these coun- 
tries Bible lands. Why? You and I know quite a number of stories 
about people who lived in the Near East long ago and also some about 
those who live there now. We are to have some visitors today from 
the Near East who will tell us of some of their experiences. 

Stories: 

(1) A child impersonating Noah enters the room and tells the. story 
of the flood. He speaks in the first person and tells the story in his own 
words. (This part may be taken by a Junior who has had this lesson.) 
(2) Another child, impersonating David, enters and tells his experience 
with a lion and a bear while tending his sheep in the field. This story 
should be told by a Junior who has had that lesson. 

(3) Another pupil impersonates the sick man whose friends let him 
down through the roof that Jesus might make him well, and tells that 
story. 

These are some of the stories of the Near East in the olden days. 
I have a story to tell you about some boys and girls who live in the Near 
East today. First, however, we need to know something about the 
conditions there. (Tell briefly the effects of the war, the misfortunes 
and the needs of these people.) 

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THE JUNIOR CITIZEN 

Vartan the Shepherd Boy — A True Story 1 

Vartan was the son of a priest of the Armenian church. On week 
days he played with the village children, but on Sunday he attended 
church with his father. When he became old enough, he assisted in the 
simple service of the village church. Thus he learned by heart the 
liturgy with the roll of the ancient Armenian words and the beautiful 
old chants, and because his father was a man of more education than 
most village priests, he taught Vartan the meaning of the words he re- 
peated in the church service. 

Then came the war with all its crime and deportations. Var tan's 
father suffered martyrdom for his faith, and, in the confusion when the 
women and children were driven out of the city, Vartan became separated 
from his mother and sister. But he kept on with the others on the long 
march toward the desert, sometimes singing softly, " Out of the depths 
have I cried unto thee, O Lord; O Lord, hear my voice! " One day as 
they were passing a Kurdish village a man spied him: " That is a good, 
healthy looking boy, I'll take him to take care of my sheep," he thought. 

So Vartan became a shepherd boy among the hills. He had hard, 
black bread and musty cheese to eat, and plenty of blows if a lamb 
wandered off, or if he was late in bringing the flocks. He heard nothing 
but Kurdish spoken, and gradually he came to understand the queer 
guttural sounds, and at last the words came as naturally as his own 
Armenian, but he never forgot the sound of his mother- tongue ; and as 
he lay in the shadow of a rock, watching the sheep cropping what herbage 
they could find along the tiny thread of the stream in the gully below, 
he would say over and over the words he had learned in the church so 
long ago — so it seemed to him now — " The Lord is my shepherd; I 
shall not want." Was God really caring for him as he cared for the 
sheep that wandered over the hills? Sometimes when he raised his eyes 
to the crags above his head he would remember the words, " I will lift 
up mine eyes unto the mountains: From whence shall my help come? " 

The days went by, and then one day as he looked up at the hill near 
by he saw a group of boys stealing along among the rocks. Vartan 
watched and listened. Suddenly he heard an Armenian word. These 
were not Kurds, they were his own people! Vartan slipped out of his 
hiding-place and ran to them. When they saw him they were frightened 
until he called in Armenian, " Tell me, who are you? Where are you 
going? " 

V Haven't you heard? " one replied. " The Americans have come 
back, and we are going to see if they will take us in and give us work. 
Come along! Oh, never mind the sheep," as they saw Vartan look down 
the valley toward his flock straggling along the brook. 

" I can't leave them," said the boy in the spirit of the true shepherd. 
" They would wander off and be lost. But I'll run away tonight, as 
soon as the people are safe in bed, and perhaps I can catch up with you." 

1 By Adelaide S. Dwight. 

[Hi] 



THE JUNIOR CITIZEN 

" Oh, very well, but you're foolish to worry about the sheep. They 
aren't yours." 

Vartan went back to his rock and kept the sheep all the long after- 
noon. When at last they were safe in the fold for the night and Vartan 
had eaten his supper of bread and onions, he lay down on his pallet by 
the open door. As soon as the family were sleeping, he slipped out and 
made his way up the hillside. 

It took Vartan three days to make the trip to the city, walking from 
the early morning and late evening, resting through the hot noons on 
the road, hiding when he saw Kurds for fear they would try to take him 
again. He never caught up with the other boys, but at last, hungry, 
footsore, indescribably dirty and ragged, he came to the long hill, where 
stood the American college buildings. This fine institution had been 
established in order to give young people a chance for an education, and 
here the American teachers taught the Western learning and also tried 
to help their students to live as Christ taught men to live. 

Vartan had always hoped he might go to that college some day ; but 
now, as he looked up that long hill with its interminably winding road, 
he did not see how he was ever going to get there. Suddenly he started 
up in alarm, for a great, strange machine making weird sounds came 
plunging out of the hospital ground and started up the hill. It stopped 
suddenly, as an automobile truck must when it has nearly run down a 
ragged, starving boy, and Vartan saw a silver star on its side, and one on 
the arm of the young man who drove it. 

" Hey there! What do you mean by stopping in the middle of the 
road? " called out a Near East Relief transportation man, who was 
driving up with a load of supplies. " Didn't you ever see an automobile 
before? " Then as he took in the boy's famished look he said to the 
interpreter, " Ask him what he is doing here." 

Vartan told the man how he had heard that the Americans had 
come back, and how he had run away from his Kurdish master, hoping 
to find work. 

11 I am strong when I have food. I can plow and care for the sheep. 
Will they not take me in? Where can I go now if they don't take me? " 
Vartan looked pleadingly at the young Near East Relief worker while 
this was being translated. 

11 There are more of them now than we know what to do with, but 
tell him to hop in and I'll take him up to the orphanage director. We'll 
see what she says." 

No need of translating here. Vartan understood the hospitable 
gesture, and climbed wearily into the back of the truck. 

" Give him a hunk of bread and we'll see what happens when we 
get to the compound." Vartan almost snatched the bread from the 
interpreter's hand, for except for a stolen drink of milk from a flock the 
night before, he had had nothing for two days. Soon they drew up 
before the compound. Over the gate was the same silver star, and some 

[ 142] 



THE JUNIOR CITIZEN 

letters Vartan had seen on the car as well. He was led into the com- 
pound and up a long flight of steps to an office, where a motherly woman 
in the same uniform was talking with a group of women. 

But she was talking in Armenian — his own language! Here was 
some one who would understand! 

" I picked this young ragamuffin up at the foot of the hill. Says 
he ran away from the Kurds and has been traveling three days to get 
here, hoping to find work. I don't know about the work, but he cer- 
tainly was hungry enough." The keen eyes of the motherly woman 
looked Vartan over. " There isn't any room, and the little children need 
it so much more." 

11 But I want work. I can earn my bread. Can't you give me a 
place to sleep? " the boy pleaded. 

11 We do need more big boys out at the monastery farm, and he 
looks more intelligent than some of them." After a few more questions 
and a bowl of hot soup, Vartan was despatched to the farm five miles 
away. 

" Another boy! " The matron held up her hands. " Whatever 
shall we do with him! " But Vartan knew this was only talk. 

" I'll pay for my keep, Marig (mother)," he said. " Just give me a 
chance! " 

11 Well, take these clean clothes and go to the wash-house. You 
must have a bath first of all." 

Vartan had tried to keep clean in bis four years at the Kurd's house, 
never missing a chance for a plunge in the mountain stream. But a 
hot bath, with soap! He could hardly remember how that felt. 

He emerged a new boy. After a supper of bread and raisins one of 
the older boys took him about the place. All the available space was 
used, even the cloisters in the court, but the old chapel lay empty. The 
altar still stood, but bare and dusty. Vartan gazed at the place where 
the picture of Christ had hung, and the first tears welled to his eyes as 
he thought of his father and the many times he had helped in the service 
in the little village church, now empty like this. 

" Come, boys, time for bed," called the Marig. " You must be at 
work early in the morning." And Vartan turned away to spread his bed 
beside those of the other boys on the stones of the court. 

He was awake at dawn. The sight of the little chapel attracted 
him; he would slip in there now and pray the prayers he had learned so 
long ago and almost forgotten. 

In a moment he was in the chapel, before the altar. Softly at first, 
and then in clearer tones as he forgot himself in the service, the beautiful 
old words fell from Vartan 's lips. As he began one of the chants another 
boy stole in, then another, and then a girl or two, wondering, quiet, 
and then joining in the worship, until the whole hundred children were 
there, hearing the morning service through to the end. Last came the 
Marig and stood in the doorway, her head bowed reverently. 

[143] 



THE JUNIOR CITIZEN 

11 God bless the children, — and he has blessed them in bringing 
them one by one to this place where they can begin life again. May I 
be a fit mother to them! " she prayed, as the children quietly filed out, 
and then, children once more, crowded around her, clamoring for break- 
fast. 

A Thanksgiving Story 1 

It was night in a city of the Russian Caucasus — a city situated 
midway between the Black and the Caspian Seas and inhabited by 
Armenian people, many of whom had found here a refuge when war had 
driven them from their homes and fields and vineyards in the surrounding 
country. Besides the grown-up people and the families, there were 
eight hundred and fifty orphan children who had been gathered into six 
orphanages. 

Suddenly the church bell began to ring and those who had been 
asleep were awakened to hear the firing of guns and the shouting of men 
and women, and to see people and soldiers running about. The outskirts 
of the city had been attacked, and the frightened people had left their 
homes, brought such possessions as they could carry with them, and, 
driving their flocks and herds before them, were now jamming the streets 
of the city. But they were not stopping there. Twenty-two miles down 
the road was a larger and safer city, and toward this they were hurrying. 
Enemy attacks when there was no means of defense had already been 
witnessed by many of these people, and so the inhabitants of the city 
joined the procession. Those who had carts loaded them with a few 
articles from their homes which could be transported. The place would 
soon be deserted! And the orphans — even though they were in the 
care of American Relief Workers, — it was not safe to leave them be- 
hind. There were no trains, no trucks, no wagons. The American 
director had a Ford car, but he had filled that as full as he possibly could 
with sick children from the hospital. Those who were not sick, eight 
hundred and fifty in all and seventy-five of them under six years of age, 
started to walk that distance of twenty-two miles to the city where it 
was hoped they would be safe. Through the remaining hours of the 
night and the long day the children followed the refugees, thousands of 
them driven from their homes with nothing in the world but what they 
could carry on their backs, or, if they were well-to-do, in an ox cart. 
At the end of the day they had covered fifteen miles of the journey, and 
when the chilly September night fell they slept in the fields with no quilts 
or blankets. 

A host of very hungry children awoke next morning with no food in 
sight. In the springtime they had often gathered the stalks of grass 
and had lived upon them when there was no other food, but now the 
grass they saw was coarse and dry. Suddenly there arose a shout of 
joy. Their American friends had come, and the Ford car was now filled 

1 By Minna M. Meyer. 

[144] 



THE JUNIOR CITIZEN 

with bread. The children were asked to sit down in orderly fashion and 
their breakfast of bread was given them. Of course, the director ex- 
pected to see the bread devoured just as greedily as hungry children the 
world over would be expected to do. But it was not. There was a 
pause, and those orphan children, before tasting their bread, stood up in 
two lines and gave thanks for the food America had sent them. 

Now there is an organization called the Near East Relief which is 
taking care of these needy people. They need both food and clothing. 
Could not the Brothers All club send a box of clothing for them? (Sug- 
gest that they discuss this matter in their business meeting.) 

b. Business. 

Have the business conducted by the president as usual, and make 
plans for the children to bring clothing which they will share with chil- 
dren of the Near East. Close this part of the session with the memory 
hymn, "In Christ There is no East nor West." 

3 Work Period 

Continue work of preceding meeting, — making gifts and costumes 
and other preparations for the exhibit and play, and add the making of 
posters of other countries. Ask children to begin collecting seeds for 
seed packets. 

Posters: The posters of other countries should be made on sheets of 
light-weight cardboard of a uniform size. Thread a string in the top of 
each sheet for hanging up, and print in large letters the name of the 
country to be represented. Any pictures or post-cards that can be found 
which show the life of a country should be attractively arranged and 
pasted on the poster representing that country. 

A poster might be made representing all the various people whom 
the Juniors have helped during the year, with a note of the service ren- 
dered beneath each picture. 

Seed Packets: Collect seeds of flowers and vegetables, and put each 
kind in an envelope, with a picture of the flower or vegetable on the 
outside of the envelope. Send to the denominational mission board. 

4 Play Period 

Stereopticon views of missionary work are suggested. Close with 
prayer. The president may give out the password as the pupils file out. 



145] 



TWENTY-THIRD MEETING 
Europe Day 

Password: Name of some great person of whom the child has read or 
heard and who was born in Europe, each child to make his own choice 
of a character. 

To the Teacher: In this lesson we aim to create a sense of appreciation 
for brothers in Europe, grouping all those different nations together, 
since it would be impossible to treat each one separately. The 
main feature of the instruction period is the telling of representative 
stories of a few European countries. 

Materials Needed for This Meeting: A map of Europe, Worship and 
Song, those needed for handwork and games. 

Program 

1. Work Period: approximately 60 minutes 

2. Instruction and Business: approximately 30 minutes 

3. Play Period: approximately 30 minutes 

1 Work Period 

Begin with the work period today, continuing the work of previous 
meetings. 

2 Instruction and Business 

Brothers in Europe 

(Ask the pupils to name some of our brothers who live in Europe, 
and locate their homes on the map.) Ask, Do you know a good book 
about a brother or sister in Switzerland? (Some will know about Heidi. 
Write the name on the blackboard and suggest that they all read it some 
time.) Who knows a good book about a brother in Norway? (Johnny 
Blossom and Hans Brinker may be thought of.) Who knows a good 
book about a brother or brothers in England? (Knights of King Arthur 
or Little Lord Fauntleroy may be named.) One about a brother in France? 
In Italy? (In this way a number of good books can be recommended 
to the Juniors and at the same time some seed may be sown for the 
growth of the international spirit.) 

I have stories to tell you today which come to us from two European 
countries. (The teacher may add more if she desires.) 

The first comes from England. 

[146] 



THE JUNIOR CITIZEN 

Minstrel, Soldier, and King 1 

One evening, many hundreds of years ago, a woman stood in the 
doorway of a rude hut watching anxiously for the return of her husband, 
a Saxon wood-cutter. The red light of the sunset still glowed behind the 
dark trees which surrounded the hut, and the woman shuddered as she 
gazed at it. It reminded her of the fiery glare which had filled the sky 
night after night during the last year, the flames of villages burnt by 
the heathen Danes in their fierce, victorious invasion of England. 

11 What can have kept my husband so long? " wondered the woman 
anxiously. " Can he have fallen into the hands of the Danes? " she 
added with a shiver. 

At that moment there was a rustle among the forest trees and out 
of the shadows stepped a man, but not the wood-cutter for whom the 
woman longed. She slipped back into the hut, fearful, ready to bar the 
door, but as the man advanced into the light from the great fire on the 
hearth, she saw that he was only a poor minstrel. He was dressed in a 
cloak of rags, and across his shoulders was slung a harp such as those 
carried by the wandering musicians, who traveled from castle to camp 
singing songs and stories to pay for their lodging. He was tall and 
strong and his blue eyes flashed in the firelight as, uncovering his long, 
fair hair, he bowed to the wood-cutter's wife as though she had been a 
court lady. 

" I crave a crust and a night's shelter," he said in a clear, ringing 
voice, a voice that did not seem to belong to a ragged minstrel. To her 
own surprise the woman bade him welcome, telling him he could watch 
the cakes which were baking on a flat stone before the fire, while she lit 
a candle in a horn lantern and carried it down the darkening path to light 
her husband's return. 

She soon met him hurrying through the forest, and they walked 
back happily to the hut. But through the door there came a terrible 
odor, the smell of burning dough, and the woman rushed angrily into the 
hut scolding the minstrel furiously for his carelessness. 

;| You would be glad enough to eat the cakes! " she cried. " But you 
cannot watch them for a moment. What idle dreams filled your silly 
head while your supper turned as black as a peat bog? " 

In her anger she was ready to strike the poor harper with a heavy 
stick she picked up, but her husband bade her hold her tongue and mix 
some more cakes; he would watch them this time. 

The minstrel was standing upon the hearth, half ashamed, half 
smiling, and as the wood-cutter turned to look at him a strange longing 
stirred in the peasant's heart, — a longing to kneel before this poor 
stranger in his rags and tatters. Was it the flash of his eyes, his noble 
bearing and his manly strength which awoke such curious feelings? 

"It is nonsense! " thought the wood-cutter to himself. " Why 

'-From Tell Me a Hero Story, by Mary Stewart. Used by permission of- Fleming H. Revell Company. 

[147] 



THE JUNIOR CITIZEN 

should I pay reverence to a beggarly minstrel! " and bidding his guest 
be seated he went out to bring in more wood for the fire. 

But later, after a supper of well-baked cakes, the peasant told his 
wife that they would sleep on the straw in the shed adjoining the hut; 
their bed with its warm coverings in the one-room cottage should be 
given to the stranger. She exclaimed in angry surprise, but again her 
husband silenced her and bade her go quickly to prepare the straw. 

She hurried out, muttering crossly, but when she returned for a 
blanket she beheld a strange sight. There in the light of the fire stood 
the poor minstrel and before him, in awe and reverence, knelt her hus- 
band. 

" Alas, my king! " the wood-cutter was saying, " why must you risk 
your life so rashly? " 

And the king, for the ragged stranger was none other than Alfred, 
king of England, answered, " I must know the plans and numbers of the 
Danes. In this disguise I will be welcomed, unrecognized, into their 
camp, where I can learn their schemes. Then I shall return, gather my 
Saxons together, and we will win a victory which will end these long and 
terrible years of bloodshed. As for my life," he added, " God gives us 
our lives and God alone takes them when our service here is ended! " 

The woman drew back into the darkness, awed and ashamed. She 
had scolded their great and noble king, almost struck him. Would he 
ever forgive her? 

Then a thought came to her. She would give the king her most 
precious possession to prove her reverence and loyalty. Boldly she 
entered the hut, and kneeling beside her husband she kissed the king's 
hand, crying, " Ah, my liege lord, forgive my unwitting rudeness, and as 
token of your generosity take my husband with you on this perilous 
journey." 

The king raised her to her feet, his eyes soft with gratitude, and when 
the wood-cutter himself begged to be allowed to join him he agreed that 
together, disguised as minstrel and peddler, they should start at day- 
break for the stronghold of the Danish king. 

Days passed and one evening, as the sun set again in a red glory, 
its rays fell upon the camp where the Danes were holding high revelry. 
The sound of music and laughter streamed through the huge central 
tent, where the Danish king sat feasting with his thirty chiefs. At the 
end of the tent crowded the soldiers, every man listening with delight to 
the stalwart minstrel who stood next to the king, drawing strains^ of 
splendid music from his harp and singing Saxon songs in a clear, thrilling 
voice. All joined in the refrains until the music echoed through the 
camp and out into the surrounding forests, while many bursts of laughter 
were mingled with the music, for the old songs were as amusing as they 
were tuneful. 

But while they sang, and while they sat feasting, the minstrel's eyes 
and ears were open for every sign and whisper of the plans of the Danish 

[148] 



THE JUNIOR CITIZEN 

army. King Alfred, for it was none other, had learned all that he came 
for. This was his last evening in the camp, and among other things he 
had discovered that Guthrum, the Danish king, was a brave and honor- 
able man. Fight they must, those two kings, but Alfred knew that when 
the day of battle came he would meet a noble foe. And so, standing 
silent a moment among the listening, waiting soldiers, the English king 
in his cloak of rags turned to the Danish king in his royal robes, and 
striking a ringing chord upon his harp, he cried, " I sing to the king, 
Guthrum the Dane! " 

Then he sang most gloriously of the courage and manliness of his 
enemy, until every Danish heart was stirred, and as he ended they 
sprang to their feet, raising their brimming cups. 

" We drink to our king, the future king of England! " they cried. 

King Guthrum, with kindly courtesy, handed to the ragged minstrel 
his own golden cup. 

11 Will you not drink that toast also? " he asked, and a smile broke 
over Alfred's face as he raised the cup and answered, " Yes, I also drink 
to the future king of England — long may he reign! " 

Then out into the night under the stars wandered Alfred and the 
peasant, and in the king's leathern bag was Guthrum's golden cup which 
the Dane had bid him keep, " until the day when this land is mine," he 
had said with a laugh, " and you drink to me again, as king of England! " 

Weeks passed, and over the country buds burst into blossoms while 
birds sang from every tree and flowering hedge. Then, alas, blossoms 
were crushed and dyed with blood, and birds flew away in fright, for 
the noise of fierce fighting and the groans of wounded soldiers filled the 
air. 

The greatest battle of Alfred's life was fought and won! England 
was his own again, peaceful and free, and the Saxons could return to their 
homes, filled no more with the terror of having their roofs burned over 
their heads any dark night. 

The Danish king knelt at Alfred's feet in total surrender, expecting 
the Saxon king to pronounce sentence of imprisonment and death upon 
him and all his men. Imagine his surprise when in place of hearing his 
death warrant Alfred raised him to his feet, and gazing at him kindly 
exclaimed, " Instead of killing you as an enemy, I shall gain you as a 
friend! I believe your promise to leave my country in peace. You may 
keep the land in the south which you won fairly and we will fight future 
foes together, side by side. And now, as a proof of your loyalty, will 
you turn from the worship of heathen gods, and worship with me the one 
true God who teaches men how to forgive each other as he, our Father, 
forgives us? " 

In joy and gratitude Guthrum and his thirty leaders were baptized 
into the Christian faith. Together they stood beneath a great oak tree, 
and again the red rays of the setting sun shone upon the scene, glistening 
upon priests' robes, the armor of soldiers, the white baptismal bands 

[149] 



THE JUNIOR CITIZEN 

around the foreheads of the Danish converts, and the golden crown of 
the king of England . The service was over, and from beneath his mantle 
Alfred drew forth a golden cup. He filled it with sparkling wine, touched 
it to his lips and handed it to Guthrum, saying, " Shall we not drink 
together again to the king of England? " 

But Guthrum stood as if carved out of stone, gazing and gazing into 
the splendid, manly face of the king who had given him his life. 

" Where have I seen those deep-set eyes before? " he exclaimed at 
last, " and where did you get my golden cup? Ah, I understand now! 
It was you, the king of England, who sat at my table as a ragged minstrel, 
risking your life every moment there to save your country! To you I 
drink, pledging my loyalty to you as minstrel, soldier, and king." 

He drank from the cup and threw it on the ground. 

" We shall worship your God with gladness now," he cried, " for 
only he can make such a man — fearless, generous and kingly — Alfred 
the Great! " 

The next story comes from Holland, and is a legend. 

The Lady of Stavoren 1 

(Retold from a Dutch Legend) 

There was once, in Holland, a great and beautiful city called Sta- 
voren. It stood beside the sea, and many of the inhabitants were proud 
and rich. They had houses stately enough for royal palaces. They 
had gold and silver plate and diamonds without number, and great oaken 
chests filled with money. Their vessels sailed to the farthest parts of 
the ocean and brought back treasures from every land. As the wealth 
of the people increased, their selfishness increased, until they thought of 
nothing but their good fortune and had no pity for the poor. 

Richest of all the rich folk in the city was a stately, beautiful woman. 
There was no home in Stavoren as princely as hers, there were no jewels 
as gorgeous or silks and velvets as lustrous as those she possessed, and 
when she drove through the streets in her gold-blazoned carriage her 
splendor dazzled the eyes of all who saw. But she was as selfish as she 
was rich and powerful, and always she pondered in her mind the ques- 
tion, " How can I become richer still? " 

One day she summoned the captain of her largest vessel and said, 
" Make ready to sail at once." 

" Yes, madame," the officer replied, " but where shall I go and upon 
what mission? " 

" Where you go you must decide for yourself, for I care nothing 
about that. But you must bring back the most precious cargo in all the 
world." 

The man looked at her in surprise. 

" That shall I gladly do, madame," he said, " if you will but tell me 

1 From Catker's Educating by Story-Telling, Copyright 1920, by World Book Company. Yonkers-on- 
Hudson, New York. 

[150] 



THE JUNIOR CITIZEN 

what you wish. Is it to be gold and silver, diamonds and jewels, or rare 
laces, tapestries, and velvets? " 

The rich woman tossed her head and replied haughtily, 

" There is but one thing in the world more precious than all others, 
and what it is you must find out. I have given my orders. Go now and 
fulfill them." 

The captain was greatly troubled, for he feared the anger of his 
mistress. She was so powerful that she could have him thrown into 
prison or even put to death if she chose, and as he walked down the street 
from the house he thought, " What is the most precious thing in all the 
world? " 

Sometimes he thought it was one thing and sometimes another, but 
when he reached the shipyard he had not decided. He called to the 
officers and sailors standing there, told them of the woman's strange 
order, and said sadly, " But alas! I know not what it may be. If any 
among you can tell, let him speak." 

Every one thought a minute, then came a chorus of suggestions. 
One officer suggested gold, another silver, and another precious stones, 
but the captain was not sure which was right. He must not decide too 
quickly, for to make a mistake would be a terrible thing. 

Silently listening the sailors stood, for according to the law of the 
city they must not open their lips until the officers had had their say. 
Then one of the group, a slenaer, blue-eyed fellow, who seemed no more 
than a boy, said, " No, my captain! The most precious thing in the 
world is neither gold and silver, pearls and diamonds, nor costly laces 
and velvets. It is wheat, for without it we could have no bread, and 
without bread we cannot live." 

Some of the officers laughed at this idea, for common sailors were 
not supposed to know much. But the captain quieted them, saying, 
" He is right. We will sail away and bring back a cargo of wheat." 

So they sailed out of the harbor, and across the Baltic to Dantzic. 
There they bought a great cargo of wheat, the largest that had ever 
been started out to sea, and the captain, delighted with the purchase, 
turned the ship's prow back toward Stavoren town. 

He could hardly wait to get to his mistress and tell her what a wise 
and wonderful choice he had made. She frowned when she saw him, 
displeased that he had returned so soon. 

11 You must have flown like a pigeon," she said. " Have you 
brought me the cargo I ordered? " 

" Yes, madame," he replied, bowing low before her. " I have the 
finest cargo of wheat that ever went out of a port." 

The woman screamed in anger. " Wheat! " she yelled. " A cargo 
of wheat! I told you to bring me the most precious thing in the world, 
and do you mean to say that you have brought a common, cheap thing 
like wheat? " 

The captain was terribly frightened, but he did not regret his selec- 

[151] 



THE JUNIOR CITIZEN 

tion. He believed in the value of his cargo, and tried to lead the woman 
to see that he had made a wise purchase. 

11 Pardon, madame," he spoke. " Wheat is not cheap and common. 
It is in truth the most precious thing in the world, for without it we 
could have no bread, and without bread we could not live." 

But he could not convince his mistress. She tossed her head and 
wrung her hands in anger and exclaimed, " Wheat! Wheat! Go to the 
port and throw your precious cargo of wheat into the sea." 

The captain was horrified. 

" Madame! " he exclaimed. " Surely you do not command me to 
do that! Wheat is precious. If you will not have it yourself, give it to 
the poor and hungry, of whom there are many in Stavoren." 

But she drove him from the house, saying, " Do as I bid you. In a 
few minutes I shall come myself to see if you have carried out my order." 

Sadly the man went down the street, wondering how one so rich 
and beautiful could be so hard and unkind. But he had no thought of 
executing the order. Instead, he told all the poor he met, and dis- 
patched messengers to tell others, that his mistress had refused to accept 
the cargo of wheat and perhaps, if they came to the port and asked her, 
she would give it to them. 

A little later the great lady of Stavoren drove in her gold-emblazoned 
carriage to the shipyard, where a group of men, women, and children had 
joined the sailors and stood looking at the splendid vessel piled high with 
the best wheat that ever came out of Dantzic. But when she saw them 
her anger increased. 

" Have you carried out my orders? " she said to the captain, as he 
came in answer to her summons and stood beside the carriage. 

" No, madame, not yet," he replied. 

11 Then," the woman commanded, "do it at once. Throw the 
cargo of wheat into the sea. I want to see, myself." 

But the captain shook his head. " See these poor people," he said, 
pointing to the hollow-eyed men, women, and children who were stand- 
ing there. " Give them the wheat, for they are hungry." 

But the haughty woman silenced him and commanded, " Throw it 
into the sea! " 

Then the captain seemed afraid no longer. He stood straight and 
fearless before her and declared, " Never, madame! " 

But she shouted word to the officers, who dared not disobey, and 
amid the cries and pleas of the poor, the cargo that would have meant 
bread for thousands, was thrown into the sea. 

The woman watched the waters swallow it up and smiled heartlessly. 
Then she called to the people, " Did you see it go into the waves? " 

" Yes, madame," they answered sadly. 

" Yes, madame," repeated the captain, "and a day will come when 
you will regret what you have done. A day will come when you will be 
hungry, and no one will pity and help you." 

[152] 



THE JUNIOR CITIZEN 

The mistress looked at him in amazement. Then she laughed loudly. 
" I, go hungry," she exclaimed, "I, the richest of all the rich of Stavoren! 
It is impossible! " 

Then she took a diamond ring, held it up for the people to see, and 
tossed it into the ocean. " When that ring returns into my hand," she 
said, " I shall believe what the captain has said." Then she drove away 
in her splendid carriage, and boasted to the citizens of what she had 
done. 

The next day one of her servants came running to her in wild excite- 
ment. " Madame," she cried, " the cook has found this in the stomach 
of a fish he is preparing for dinner." And she held up the diamond ring 
the woman had tossed into the sea the day before. 

The great lady of Stavoren opened her eyes wide and wider. She 
was amazed and frightened, for she remembered the captain's words. 
" Can it be," she thought, " that they are to come true? " 

It proved to be just as she feared, for that same afternoon she re- 
ceived word of the destruction of all her ships, of the loss of all her houses 
and lands, of the pillaging of her chests of gold. She was no longer the 
richest woman in Stavoren, but was as poor as any beggar. She went 
from house to house, begging for food as pitifully as the people at the 
port had begged her for wheat, but no one helped her, and at last she 
died from cold and hunger. 

The other rich folk of Stavoren still lived on in the old selfish way. 
They drove through the streets in sumptuous carriages. They wore 
costly clothing and jewels, they danced and feasted and sailed their 
vessels out across the seas, forgetful of every one but themselves. There 
were still many poor in the city, but they neither thought nor cared about 
them. They believed themselves to be so great and powerful that 
nothing could harm them, and they refused to listen to advice. 

After a while the port of Stavoren became blocked by a great sand- 
bank. It rose just at the spot where the lady's cargo had been thrown 
into the sea, and was covered with wheat. Ships could no longer go in 
and out. Commerce was ruined, and because there were no vessels to 
unload, the poor lost the only way they had of making a living. They 
begged the rich people to help them dig the bar away, but they refused. 
They had enough to eat and plenty of gold, so what cared they for the 
distress of the laborers? 

Then something else happened. One night as they feasted, a man 
came running into the banquet hall. " I have found two fish in my 
well," he said. " The dike is broken. Protect the city! Protect the 
houses of the poor that are close to the sea wall and will be swept away." 

But one of the great folk said haughtily, " Let the beggars take care 
of themselves. The sea cannot harm us. We must finish the banquet." 
They turned away from him and went on with their revelry, but only for 
a short time. A few hours later the entire dike gave away, and the ocean 
rolled in and covered the houses, — not only the huts of the poor which 

[1533 



THE JUNIOR CITIZEN 

were in the low quarter of the city, but even the palaces of the rich who 
had declared they could not be harmed. The great perished as well as 
the humble, and the waves of the Zuider Zee rolled where the banquet 
laughter had sounded. 

It rolls there still. The sailors say that sometimes when the weather 
is fine and the sea is smooth as glass, they see spires and domes and 
stately columns far down under the water. They declare, too, that often 
strange, weird music like the sound of distant bells falls upon their ears, 
and then they look and listen and nod to each other, for they think of 
the palaces and chimes of Stavoren, once the fairest city of the Nether- 
lands, submerged hundreds of years ago while the poor cried for help 
and the mighty danced. 

(After telling the stones, discuss how we in America may prove our- 
selves true friends of people in Europe. What has America done for 
Europe in the past? Speak of war relief, and of help through the Red 
Cross in times of disaster. Discuss present needs in these countries 
which we can help to meet. Ask, Can you think of some things which 
the people of Europe have done for us? Show a Rosa Bonheur animal 
picture and call attention to her nationality. Pictures by other Euro- 
pean artists may also be shown. Refer back to investigations assigned 
to the Junior Discoverers' club. Ask, What can each one of us do now 
to show our respect and good will for people of Europe? Speak of being 
courteous to them when they are strangers in our own country. Sing 
the memory hymn, "In Christ There is no East nor West.") After the 
lesson, have the president conduct the business meeting as usual. 

3 Play Period 

Games and refreshments of other countries are suggested for today. 
The following games may be played: 

Forcing the City Gates 1 (Chinese game). Captains are appointed to 
choose sides, which then form into two lines facing each other, those of 
each line taking tight hold of hands. A player then runs out from one 
side and presses with all his force against the hands of the other line. 
If he breaks through, he takes back to his side the two whose hands he 
has separated. He has to join the opponents if he is not successful. 
Then a boy from the other side runs out. This is continued until one 
side is entirely broken up. 

The Frog Dance 2 (Burmese). Several children arrange themselves 
in a circle; all squat down on their haunches. Then they commence to 
dance by throwing out first one foot and then another. The arms swing 
loose, the hands coming together in front of the knees with a clap, then 
behind the back with another clap. There is a rhythm, a clap at each 

1 From Children at Play in Many Lands, by Katherine Stanley Hall. Used by permission of the Mis- 
sionary Education Movement. 

2 Ibid. 

[154] 



THE JUNIOR CITIZEN 

hep. Each player tries to trip or bowl over the others. Any player who 
falls over is out of the game. The one who can dance longest thus with- 
out rolling over on the floor wins the game. 

Motion Game 1 (Syrian). A number sit in a circle on the floor. One 
is chosen to be " it." She makes some motion, perhaps taking hold of 
the nose of the girl next to her. Each one in turn must follow the motion 
of the one next to her. No one must laugh or speak; if any one does, 
she is dropped out of the game. The last one left becomes " it." 

Adaptation of Russian Tyopki (ty-op'ke). 1 A hole is made in the 
ground (or in a small white box on the floor) and the children stand 
around it in a circle at a radius of three feet. 

The Russian colors are the same as ours, — red, white and blue, — 
so half of the children wear red discs of paper about two inches in diame- 
ter, held on the forehead by paste, and the other half of the children 
wear blue discs. 

As they arrange themselves in the circle around the small white 
box the reds and blues alternate. 

A metal disc (twenty-five cent piece) is thrown by each child in 
turn. If it lands in the box it scores one for the side represented by the 
player. The side scoring twenty first wins. 

1 Described by Edith Glen in Pilgrim Elementary Teacher, December, 1917. Used by permission. 



i55] 



TWENTY-FOURTH MEETING 
Helpfulness, a Law of God's Kingdom 

Password: Help and Smile. 

To the Teacher: Now that the various phases of helpfulness and brother- 
hood have been presented, there can be no better climax to the in- 
struction periods than to tell the story quoted below. The topic 
stated above has been developed through preceding lessons and all 
that is needed is the finishing touch which can be supplied by this 
story. At this meeting it will be appropriate also for the children 
to make final decision as to just where they will send their gifts for 
other countries. Presumably at the eighteenth meeting they were 
told of places of need in other lands. It will be necessary to have 
the articles definitely assigned before the exhibit; and after that 
they will simply need to be wrapped for mailing. 

Materials Needed for This Meeting: Worship and Song, handwork ma- 
terials, and table games. 

Program 

1. Instruction and Business: approximately 30 minutes 

2. Work Period: approximately 60 minutes 

3. Play Period: approximately 30 minutes 

1 Instruction and Business 

a. Memory Work. Have a drill of the memory work which has been 
studied during this whole course. 

b. Story: 1 " Once upon a time a Little Girl was out walking. By 
and by she came to Heaven. It was lovely there, for she could look 
right inside the gate. Lots of people were going in, so she said to the 
Angel at the gate : ' Could I please go in w r ith them ? ' 

" ' But those are the King's Helpers,' the Angel explained. ' Are 
you a Helper? ' 

" ' Why, I don't think so! ' said the Little Girl. ' What are they? ' 

" l The King's Helpers do beautiful things for the King with their 
money and their time. The King keeps all their names in his Book of 
Remembrance, and today he has invited them to his palace thank to 
them. I will see if your name is in his Book.' 

" ' Oh, no, thank you! You really needn't trouble to look! ' said 
the Little Girl. ' You see, I haven't any money at all, and I haven't 
any time, either, for ever since father died I have to work after school to 

1 From Missionary Stories for Little Folks. Second series, junior, by Margaret T. Applegarth. Doran 
& Company. 

[iS6] 



THE JUNIOR CITIZEN 

earn money for the house rent. So there's no chance for me to be a 
Helper.' 

" She was turning away, when the Angel called her back: ! Just wait 
a minute, dear, for I have opened the Book of Remembrance and I see 
quite a number of things you have done for the King.' 

11 ' Oh, really? ' asked the Little Girl, running back to the Angel. 
1 Why, what can they be, I wonder? ' 

" ' Well, the Book says that once on a very hot day some Italian 
workmen were fixing the street in front of your house. You saw how 
they mopped their hot faces with big red handkerchiefs, so you carried 
out a pitcher of cold water to them.' 

11 ' Oh, but that was such a tiny thing to do! ' said the Little Girl. 
1 It only took me a minute, and it didn't cost me a single penny. It was 
fun, though, for they grinned all over their nice brown faces. I was ever 
so surprised they were friendly! ' 

11 ' Then here is another thing the King has entered in his Book of 
Remembrance. Once in a very crowded street car you gave your seat 
to a negro washerwoman carrying home a big bundle of washing! ' 

" ' Yes, I remember that, too. You see, she was ever so tired. 
Everybody in the car got to laughing at her because she lurched around 
so when the car started. There wasn't a strap for her to hang on to, 
you know, and she had the biggest, hardest bundle to carry you ever 
saw. So I just said: " You take my seat. I just love to stand." So 
you see, it wasn't much for me to do, was it? I didn't suppose the King 
noticed little every-day things like that! ' 

" ' Oh, but he does! ' said the Angel. ' They are the things he 
counts the most. Then I see that once you gave a banana to a little 
Jewish newsboy downtown one cold winter day.' 

11 ' Oh, did I? ' asked the Little Girl. ' I don't remember that at 
all.' 

" ' It was like this: ' read the Angel, ' the banana was all your 
mother had to give you for your luncheon, but when you saw how thin 
and starved the little fellow looked you shoved the banana into his hand, 
and said: " I'm sorry it isn't nice, warm soup. But it's all I have.' 

11 The Little Girl laughed and laughed: 
' Oh, yes! I remember now. That was the day I got so awfully 
hungry for supper, and mother simply couldn't understand why! I didn't 
tell her, either, for I thought she might feel badly to know I had had so 
little to give away.' 

' My dear! ' said the Angel, ' you have missionary eyes and 
hands! ' 

" ' Oh, have I really? ' asked the Little Girl. ' Isn't that nice! 
And does that mean, then, that I have really helped the King, dear 
Ange!? ' 

" But just then the King himself stood before her, and said in a 
voice like the music of all sweet sounds: ' I was hungry, and you gave 

[iS7] 



THE JUNIOR CITIZEN 

me to eat; I was thirsty, and you gave me drink; I was a stranger, and 
you took me in. For inasmuch as you did it to one of my brothers, 
even the least, you did it unto me.' 

c. Business 

Have the president conduct the meeting as usual, the main business 
being to make all necessary announcements about the exhibit and de- 
termine where the articles are to be sent. (See " To the Teacher " 
above.) 

3 Work Period 

Finish up the work of the preceding meeting. 

4 Play Period 

Table games may be played this week. Give out the password for 
next week. 



[158] 



TWENTY-FIFTH MEETING 

General 

Password: True Blue. 

To the Teacher: This whole session will doubtless need to be devoted to 

finishing up handwork and making final preparations for the exhibit 

day which should be held next week. 

Program 

1. Business 

2. Rehearsals 

3. Handwork 

4. Play 

1 Business 

Open the meeting with the memory hymn and a prayer, and trans- 
act any business that may need to be considered. 

2 Rehearsals 

While one group is rehearsing the play, " Alice Through the Postal 
Card," another group may be rehearsing " The Good Samaritan." 

3 Handwork 

All of the children should have some opportunity today to work on 
the articles which are being made, so that all may have a share in send- 
ing something to their brothers across the seas. 

4 Play 

Have the games of other countries played, choosing those which 
have been played before and which are to be played as a part of next 
week's program. Close with singing the four club songs, " Help and 
Smile," " Neighbor Mine," " Junior Discoverers," " Brothers All." 



159] 



TWENTY-SIXTH MEETING 

Exhibit Day 

To the Teacher: This meeting is to be devoted to a public exhibit. It is 
suggested that it be called an international exhibit, helping to de- 
velop the international spirit through the program outlined below. 
The exhibit should interest the parents of the children, the people of 
the church and the community in general. The children should have 
as large a part as possible in the preparations. No admission should 
be charged to the exhibit, but voluntary offerings may be made to 
the good-will box with the explanation that the money will be de- 
voted to missionary work. Or, where the good-will box has not 
been used, parents and younger brothers and sisters may be admitted 
without charge and others asked to pay ten cents. Proceeds from the 
play and the contents of the good-will box may be sent to the denomi- 
national mission boards and perhaps some of it to the Near East 
Relief. 

Program 

1. Dramatization, " The Good Samaritan " 

2. Games of other countries, played by children in costume 

3. The play, " Alice Through the Postal-Card " 

4. Songs (The four " club " songs) 

5. Exhibit: Curios which have been collected and which were used 
at the twenty-first meeting; one of the houses, log cabin, posters, commu- 
nity model, memory hymns (printed on mounts) and other hand- work. 
These articles should be attractively arranged on tables or booths which 
may be decorated. Flags of other countries, made by the children, 
should be in evidence. 



160] 



SUGGESTIONS FOR SEASONAL HANDWORK 

Christmas Tree Decorations. Materials: Colored papers, white tis- 
sue paper, cardboard, silver paper, tinsel, tin-foil, cranberries or rose 
haws, macaroni or soda straws, heavy white paper, thread, crayons, 
glue. Tools: Rulers, pencils, scissors, needles. 

Lanterns are easily made of gold, silver or shiny red paper. Cut 
the paper into a five-inch square. Fold the square so the opposite edges 
meet, forming a rectangle 2\ x 5 inches. Cut evenly in one-half inch 
strips, as shown in Figure 52. Crease the folded edges firmly to make 
the lantern stick out in the center. Open and fasten the two sides to- 
gether with glue, and then fasten in a handle. 

A snowball that is fluffy and decorative may be made of about 
twenty-five three-inch squares of white tissue paper. The center of 
each square of paper is put over the end of one's finger, and the paper 
crushed down over the finger. The center of the paper now forms a 
point. Pinch the point, and push a needle threaded on a long thread 
through all thicknesses of the paper about one-fourth inch from the 
point (figure 53). After all the squares have been put on the thread in 
this manner, push them to the middle of the thread, and remove the 
needle. Tie the ends of the thread into the first half of a knot, and pull 
the two ends gently, which will bring the points of the paper squares all 
to the center, thus forming the snowball. Tie the second half of the 
knot, and leave the ends of the thread for fastening the ball to the tree. 

A star for the tip of the tree may be made of cardboard, covered on 
both sides with silver paper. The star is more attractive if tinsel is 
sewed around the edge, with a loop at one point with which to fasten the 
star to the tree. 

Chains of tin-foil may be made by folding and cutting as shown in 
Figure 54. The covering of a yeast-cake makes a chain about twelve 
inches long. Attractive chains may be made by stringing together 
alternately cranberries or rose haws, and one-inch lengths of macaroni 
or soda straws. Paper chains made of links of various colored papers 
are always pretty. 

A bluebird pattern is given in figure 55. Cut the four parts of the 
bluebird (body, tail and two wings) from heavy white paper. Glue the 
wings and tail in place on the dotted lines. Color with crayons. Fasten 
a thread to the wings for hanging up the bird, as shown in the illustration. 

Christmas Tree Standard. Materials: Wooden boxes with cover 
boards, nails, four pieces of one-half inch wood 12 x 3 inches for each 
standard. Tools: Hammers, saws. A wooden box about eighteen 
inches square and at least twelve inches high is a good size for the tree 
standard. 

[161] 



THE JUNIOR CITIZEN 

From wood one-half inch thick, cut two pieces A and A' as long as 
the box is wide; also cut four pieces about 12 x 3 inches. These four 
pieces are nailed to the tree as shown in figure 56, nailing the upper pair 
of boards five-eighths of an inch above the lower pair of boards. Slip 
the two boards A and A' in the space between the two pairs of boards, 
set the tree in the box, and nail the boards A and A' to the box, as shown 
in the illustration. If the tree is a large one, put weights in the bottom 
of the box to counteract the weight of the tree. 

Torch for Christmas Carol Singers. Materials: Baking-powder 
cans, pieces of heavy wire thirty-six inches long, wicks, kerosene oil. 
Tools: Gimlet, or hammer and nail, pliers. The torch is made from a 
pound baking-powder can. Punch two holes one and one-half inches 
down from the top of the can and opposite each other. To do this 
without bending the can out of shape, clamp a small block of wood to a 
table, push the can over the block and then punch the holes with a gimlet 
or a hammer and nail. 

Cut a piece of heavy wire thirty-six inches long, and bend each end 
to a right angle one and one-fourth inches from the end, bending the 
wire with pliers or over a square piece of wood. Bend the wire to form 
the handle of the torch as shown in figure 57. Insert the ends of the 
handle into the holes punched in the can. If there seems to be any danger 
of the handle slipping out of the holes in the can, tie the wires of the 
handle together at A. Punch a hole in the center of the can cover, and 
thread in a wick as long as the can is high. 

To use the torch: Fill the can two-thirds full of kerosene oil, put 
on the cover, and light the wick. When the wick burns down, use pliers 
to pull it out to the proper length. 

Christmas Cards. Materials: Heavy white paper, crayons or 
water-colors, glue. Tools: Rulers, pencils, scissors. Directions and 
patterns for making a landscape card and a fireplace card are given in 
the pattern supplement, figures 58, 59. 

Christmas Refreshments. Materials: Pop-corn, white and colored 
sugars. A refreshment committee of older girls might sugar pop-corn. 
The corn should be popped before the club meeting. Use only corn that 
has popped out nice and full. Boil one cup of sugar in one-third of a 
cup of water until it strings from a spoon. Flavor with vanilla. Pour 
the syrup over a dish of pop-corn, having some one toss the corn about so 
it all will be covered. When cool, the corn should be dry and glittering 
with its sugar coating. 

The effect is very pretty if part of the corn is coated with white 
sugar syrup, part with blue sugar, and part with pink sugar, then all 
tossed together to mix. 

Bird-house Valentine. Materials: Heavy colored paper, white 
paper, crayons, or water-colors and ink, glue. Tools: Rulers, pencils, 
scissors, safety-razor blades. Draw the bird-house as shown in figure 60 
on heavy colored paper, and cut it out. Cut the doors on the solid lines 

[162] 



THE JUNIOR CITIZEN 

with a safety-razor blade. Fold and paste the back and front of the 
house together, being careful to have no paste show when the doors are 
opened. 

Make a paper pattern the exact size of figure 61. Trace around 
the patterns on white paper, and cut out. Color the heads blue and the 
bodies, which form the heart, red. Open the doors of the bird-house by 
bending on the dotted lines, and paste the birds inside. Draw in the 
perch and the feet of the birds with dark crayons or ink. 

Valentine Pin Case. Materials: Red silk or velvet, thread, pins, 
cardboard. Tools: Needles, scissors. Cut two hearts of cardboard. 
Cover one side of each heart with red silk or velvet, and then sew the two 
covered hearts together with overhand stitch. Put pins all around the 
edge of the case. 

Valentine Refreshments. Materials: Ingredients for lemonade and 
ginger-snaps, red crepe paper. A refreshment committee of older girls 
might make lemonade and bake ginger-snaps cut in the shape of hearts. 
A leader should have the ingredients of the cookies all mixed and ready 
to roll out. 

These refreshments might be served to the club at the close of the 
play period by the refreshment committee, the members of which might 
wear little heart-shaped aprons cut from red crepe paper, or a red crepe 
paper head-band with a heart pasted on the front. 

Easter Card. Materials: Papers for pattern, heavy white paper, 
crayons or water-colors, cardboard, glue. Tools: Scissors, rulers, pen- 
cils. Make a paper pattern the exact size of figure 62. Trace around 
the pattern on heavy white paper, and cut out. Color with crayons or 
water-colors as suggested in the illustration. Cut out a piece of card- 
board 3 x 2 J inches, and color it green. Now fit figure B down into 
figure A at right angles to A, so that 1 touches 2. Turn the tabs C under, 
and glue to the cardboard. 

This card may be used as a place-card, or folded flat and put in an 
envelope to send as an Easter greeting. Directions for making an en- 
velope may be found on page 60. 

Bunny Candy Bags. Materials : white and pink tarlatan, pink silka- 
teen, absorbent cotton, paper for pattern. Tools: Scissors, needles, 
rulers, pencils. To make the pattern: Cut a piece of paper 6x4 inches 
and mark off into one-half inch squares. Draw in the pattern, filling 
each square like the corresponding square in figure 63, and cut out on the 
pencil line. The pattern for the ears may be made by rounding off the 
corners on one end of a piece of paper 2\ x \\ inches. 

From white tarlatan cut out two pieces for the body like the pattern, 
also two pieces for ears. From pink tarlatan, cut out two pieces for the 
lining of the ears. 

Sew the two body pieces together, leaving the bottom open, turn 
right side out and put a hem and a draw-string of pink silkateen in the 
bottom. Sew a pink and a white ear piece together, turn right side out 



THE JUNIOR CITIZEN 

and crease lengthwise, having the pink on the inside of the ear. Stuff 
the head with wtiite cotton, sew on the ears, and work on the eyes and a 
mouth with pink silkateen. Fill the bags with Easter candies. 

May baskets. Materials: Candy-boxes or round paper containers, 
May paper or crepe paper, glue, wire. Tools: Scissors. Use a candy 
box or a round paper container as a foundation, and cover with May 
paper or crepe paper in any frilly, decorative way. The handles may be 
made of wire and wound with paper. Fill the baskets with goodies or 
with flowers, and carry to shut-ins, sick people, or old people. 

May Day Bouquets. Materials: Waxed paper, hard candies, paper 
lace, green May paper or tin-foil, thread. Tools. Scissors. Cut strips 
of waxed paper 2x6 inches. In one end of each strip wrap a small hard 
candy, twisting the remainder of the strip into a stem. Arrange a num- 
ber of the flowers thus made into a bouquet, put a frill of paper lace 
around, and wind the stems together with green May paper or tin-foil. 



164 



PATTERN SUPPLEMENT 



The following pages contain patterns and illustrations 
needed for the work periods of the course. 




Present-Day Home 
Figure I 



Roof of Present-Day Home 
Figure 2 




/*' 




*0 



Weaving Loom 
Figure 3 



Ah/U/'n g nee c//e s 

(For directions for using Figures 1-7, refer to First Meeting, pages 8-12.) 



Detail of Roof for Pioneer Home 
Figure 6 





Pioneer Home 
Figure 5 




Notching of Logs 
Figure 4 




How to Mark Paper for Beads 
Figure 9 




Chimney of Pioneer Home 
Figure 7 

(For directions for using Figures 9-13, refer to Fifth Meeting, pages 37-39.) 




Glum and Smiling Face 
Figure 8 



(See Third Meeting, page 23.) 





Sugar Scoop 
Figure 13 




Pattern for Sugar Scoop 
Figure 12 



fM< 



l 



Match Box 
Figure 11 



9~Z~9 



lSjjZj i "^ T ^ 





Designs for Flower Pots 
Figure 10 




Basic Pattern for Community Models 
Figure 14 




Front and Sides 

of Dormer 

Figure 17 



Basic Pattern for Community Models 
Figure 15 

(For directions for using Figures 14-26, refer to Seventh Meeting, pages 52, 53, and also to pages in the pattern 
supplement giving dimensions for community models.) 



\ 




Base of Church Steeple 
Fisn re 21 




Roof of Dormer 
Figure 18 



(X 



/ 



/" 



E 



.T 
1 



/ 



/ 



Piazza Floor 
Figure 20 




Piazza Roof 
Figure 19 



Z"—A 



'2 



2- 



Front of Store 
Figure 23 



X 



I 2^—J 



'2 




Roof of City Hall Entrance 
Figure 25 



i* H $ 



—311' 

Roof of Library Wing 
Figure 22 



A 







T\ 



<J" 



4 




1 



Inside Walls of Store Entrance 
Figure 24 



Engine House Cupola 
Figure 26 




Landscape Transparency 
Figure 27 
(For directions for using Figures 27-34, refer to Eighth Meeting, pages 58-61.) 







Bird Transparency 
Figure 28 



^iininiiirF 



4AA 

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kkkk 



DD O 



Designs for Vase 
Figure 30 




Olive Bottle Vase 
Figure 31 



Buzzer 

Figure 33 




Envelope 
Figure 32 




Soft Yarn Ball 
Figure 34 



Gray Squirrel House 
Figure 36 




Bluebird House 
Figure 35 



(For directions for using Figures 35-37, refer to Ninth Meeting, pages 67, 68.) 




Cretonne Work Bag 
Figure 40 




Knitting Machine 
Figure 38 




String Doll 
Figure 39 

(For directions for using Figures 38-45, refer to Fifteenth Meeting, pages 96-99-) 




Butterfly Pen Wiper 
Figure 41 



Butterfly Pattern for Butterfly Pen Wiper 
Figure 41a 




Wagon 
Figure 43 



Ring Hook Game 
Figure 42 




CM 



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Pattern for Paddle of 
Water Wheel 
Figure 45 



Water Wheel 
Figure 44 





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f 






v 






Stick Printing 
Figure 46 






Cross-Stitched Canvas Mat 
Figure 47 




Sewing Stand for Thread 
Figure 48 



(For directions for using Figures 46-51, refer to Nineteenth Meeting, pages 1.21-123.) 




Airplane 
Figure 49 




Tip Cart 
Figure 50 




Marble Game 
Figure 51 



























Christmas Tree Chain 
Figure 54 




Lantern 
Figure 5 2 



Snow Ball 
Figure 53 

(For directions for using Figures 52-63 see pages 161-164.) 





Christmas Tree Standard 
Figure 56 




Bluebird Pattern 
Figure 55 




Birds for Bird House Valentine 
Figure 61 



Christmas Torch 
Figure 57 




Bird House Valentine 
Figure 60 



/? CMR/3Tni93 Cr7RP> 
7race pictures on cardboard or heavy paper. Use 
carbon /oa/arr- or rub the bacA of This sheet with o 

~ So/t pencil. 
When coloring 
/7, s~Ay. light blue 
8. light purple pea* 
C .darker purple 

with a /ittlc green, 

Z?_ very dark 
blue yrxen, 
£ kvn/le for snow 
House red ivith 
3now on roof t 
windows 

r?s objects get 

more emore distant 

cae /spinier co/or 

which turns more 

e more blue cr 
purple . 

fi safety rajor biade is yood for 

Cuttina 




>5/r//w to paste on back to separate tht 3 parts 





The card 

ma do, up looks like this 



^ 6/r/ps that separate the J parts 



Landscape Christmas Card 
Figure 58 



faste StocA/npS to outside edy* 
/Tds/p lb fireplace fa t?o/d on 3 he If 



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8ock of (/replace 

fb/ef a// parte on dotted 
//>>es creos/r>j ttjhNy 
j tt/itf? dull Knife 

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f\ Merrvj Christmas 
^Pajfe fob of shelf en This line^^ 

JJUUULlUUUUUUIJJLip .cr 

Cut out this sj pace 
faster? strips / 62 to 

andirons £ 

back of the 

fireplace 





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Trace on 
heavy paper 
tfiaf tvi// take 
co/or 
&riek$ red 
Jhelf brcu/ri 



rfndfrons yef/ow 
Hearth Sloe 
Cat wh/te ar Mack 



Fireplace Christmas Card 
Figure 59 




Easter Card 
Figure 62 




Bunny Candy Bag 
Figure 63 



DIMENSIONS AND ILLUSTRATIONS FOR 
COMMUNITY MODELS 

{These dimensions are to be used in connection with Figures 14-26 in preceding pages of the 
Pattern Supplement.) 




Rectangular House 
Figure 64 

For Rectangular House: 

A = 2" 
B = 3" 
C = 3" 
D = i" 

Roof = zy 2 " x tf/z", folded lengthwise 

Chimney = Figure 16 

Dormer = Figures 17 and 18 

Piazza = Figures 19 and 20 

Posts for the piazza may be made of strips of paper pasted in place. 



For Square House: 

A = 3" 
B = 3 " 
C = 3" 

Square roof = Figure 15 with diam. 6" 

S-S' 3" 

S'-S' zy 2 

Chimney = Figure 16 
Dormer = Figures 17 and 18 
Piazza = Figures 19 and 20 




For Factory: 

A = 2" 
B = a" 
Ca- 
piat roof =9/2x2/2' 



Square House 
Figure 65 




p p II 
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1 1 

D 



Factory 
Figure 66 




For School: 

Main part 
A = 2" 
B = 9 " 
C = 3" 
Flat roof = 9^x2/2" 



School 
Figure 67 



Two wings, one at each end of front 

A = 2" 

B = 3 " 

Flat roof = 3^x2^" 



Dome over main part is made of small rubber ball glued on half of round pill box. 



For Engine House: 

A = 4" 

B = 4 " 

C = 3" 

Square roof — Figure 15 with diam. 7^" 

S-S' 354" 
S'-S' 4H" 
S-T 1" 

Open cupola — Figure 26 

Cut on the dotted lines S-T and use these 
points as tabs for fastening the open 
cupola to the top of the roof. 



Engine House 
Figure 68 




For Church: 

A = 4" 
B = 6" 

C = 2/ 2 " 
D=2" 

Roof — 7x7", creased lengthwise 

Steeple : 

Base = Figure 21 
Spire = Figure 15 with diam. 9" 
S-S' 4 K>' 
S'-S'i# 




Church 
Figure 69 



For Store: 

A = 2" C = 3" 

B = 9" Flat roof = 9^ x 2^" 

Cut the front wall of the store like Figure 23, bending the tops of the two openings on the 

dotted lines to form the roof of the entrances. The inside walls of the entrance is 

Figure 24. 




For Store 
Figure 70 




flA^ 



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(Q\ R 



Library 
Figure 71 



For Library: 

Main part 

A = 2" 
B = 9 " 



Stack Room Wing in center back 
A = 2" 

B = 3" 
C = 3" 
D = i" 



D = i" Roof = Figure 22 

Roof — 9^ x 354" creased lengthwise 

The entrance floor and roof are halves of a cardboard circle 3" in diameter. 



The pillars are 2" pieces of Z A" dowelling, or paper rolled around a knitting-needle 
and glued, with both ends slashed into tabs for gluing down. 



For City Hall: 
A = 3" 
B = 6" 

Entrance 

Roof = Figure 25 
Top of roof = 3x1^' 

Tower 

Lower Section 



C = 3 " 

Flat roof = 6^x3^' 

Floor = 2.y 2 x 1" 
Pillars = 2" high 



Upper Section = Figure 15 with 

ciiam. 6" 

S-S' 3' 

S'-S' i' 

Glue a piece of cardboard 1^2" 
square to the top of the base, 
and a piece 1" square to the top 
of the middle section, then glue 
the three sections together, and 
fasten to the roof. 




City Hall 
Figure 72 



IP~s1bb 




For Post Office 

A = 3" 
B=6" 



Post Office 
Figure 73 



C = 3 " 

Flat roof = 6^x3^" 
The entrance is made of two pieces of thin cardboard, I x i 1 /*" and 1% x i%" glued 
on top of each other to form steps on three sides. The foundation cardboard is 
cut large enough to form a third step. 




Entrance is painted on, or made similar 
to the store entrance. 



Police Station 
Figure 74 






Deacidified using the Bookkeeper process. 
Neutralizing agent: Magnesium Oxide 
Treatment Date: Sept. 2005 

PreservationTechnologies 

A WORLD LEADER IN PAPER PRESERVATION 

1 1 1 Thomson Park Dnve 
Cranberry Township, PA 16066 
(724)779-2111 



/ 




PATTERNS 



FOR 



Paper Furniture 



TO ACCOMPANY 



The Junior Citizen 



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SHEET I Dining Room 

Fold on dotted lines, draw in otherinside lines not marked for cutting. 




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CHINA CI.USKT 



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LEGS OF TABLE 



TOP OF TABLE 



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SHEET II Living Room 

Fold on dotted lines, draw in other inside lines not marked for cutting. 





BOOK CASE 



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WING CHAIR 



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ROCKING CHAIR 




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SHEET III Bed Room 

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CHIFFONIER 



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DRESSING TABLE BENCH 



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SHEET IV Kitchen 

old on dotted lines, draw in other inside lines not marked for cutting. 



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TABLE FOR LIVING ROOM AND KITCHEN 




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CHAIR FOR BED ROOM AND KITCHEN 



